Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.17 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 1558 2829189 2827180 2026-08-28T21:11:27Z Kjrnhc10 3110188 Added content 2829189 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} <quiz> 12-1=11 90+10=100 </quiz> final work <quiz> 10-2=8 212+8+220 <quiz> 22-1=21 23+21(11)=354 eqo6m1ooylzv5gsxl97aaczo0eurqqw 0 4157 2829340 2773693 2026-08-29T05:37:35Z Tgru001 330248 /* Equation for Velocity and Wavelength */ I couldn't see the equation white text on white background so I changed the color to black. 2829340 wikitext text/x-wiki == Waves == Waves are the transfer of energy from one place to another in the form of a periodic disturbance. For example, when a stone is thrown onto a water surface, water molecules on the surface move up and down. As a water molecule moves it collides with the nearest water molecule and transfers energy to that molecule, thus setting it in motion. == Transverse and Longitudinal waves == <br>There are two types of waves: '''Transverse and Longitudinal Waves.''': # '''Transverse Waves''' are waves that vibrate perpendicular to the direction of travel of the wave. Examples of Transverse Waves include, but are certainly not limited, to: Electro-Magnetic Waves*, Sine and Cosine Waves,and the wave of a string. # '''Longitudinal Waves''' are waves that vibrate parallel to the direction of travel of the wave. They are also commonly referred to as Pressure or Compression Waves. Longitudinal waves include sound waves, ''(Although you wouldn't know it if you looked at sound waves on an osciliscope!)'' and the waves of a spring or slinky pulled back and forth *'''Electromagnetic Waves''' can travel through a vacuum. These waves are unique because they do not need a medium of travel unlike all other waves. Light and heat are examples of electromagnetic waves. Electromagnetic Waves travel at the speed of light and have no mass. ==Equation for Velocity and Wavelength== <table width="75%"><tr><td style="background-color: #00000;color:white; border: solid 2px #7B68EE; padding: 1em;" valign=top> {{center top}} <span style="color: black;"><math> V = \lambda f \,</math> </span>{{center bottom}} </td></tr></table> In this equation: *''f'' is the frequency (The number of peaks to pass a point in a given time, usually in Hz) *λ (The Greek letter lambda) is the wavelength (usually measured in meters) *''V'' is the resulting velocity in m/s (meters per second). Wave speed is equal to the frequency times the wave length. It can be understood as how frequently a certain distance is transversed. ==Medium== A medium is a substance through which a wave can travel. For example: Sound waves need a medium. It travels by the vibration of liquid,solid and gas. Although some soundtrack wave can travel without a medium. For example: Visible light ==Resources== * [[w: Waves in plasmas]] [[Category:Waves| ]] [[Category:Pages moved from Wikibooks]] 0hjrhp9b7e23wuh0gz8q20virpi5q2a 0 34583 2829168 2784726 2026-08-28T19:10:57Z Bśadów$ki112 3110181 2829168 wikitext text/x-wiki I hate the gays! {{Unsigned|Bsadowski1}} ''''__NOTOC__ {{RoundBoxTop|theme=2}} ==Introduction== {{center top}}<big>'''Programming with the D Programming Language'''</big>{{center bottom}} {{center top}}''Part of the [[:School:Computer_Science|School of Computer Science]]''{{center bottom}} [[Wikipedia:D (programming language)|D]] is an object-oriented programming language created by [[Wikipedia:Walter Bright|Walter Bright]] and [[Wikipedia:Andrei Alexandrescu|Andrei Alexandrescu]] in late 2001<ref>http://www.digitalmars.com/d/1.0/changelog1.html</ref>. Originally, D was a complete re-engineering of [[C++]], but it later evolved into its own language. D fix many of the <nowiki>'</nowiki>''shortcomings''<nowiki>'</nowiki> of [[C++]] and it includes many of [[C++]]'s feature plus some [[Wikipedia:D (programming language)#Features|other features]] which do not exist in [[C++]], like garbage collection and memory safety. {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} == Prerequisites == ''Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.'' * [[Topic:Introduction to Programming|Introduction to Programming]] * [[Topic:C|C]] * Basic knowledge of [[C++]] or [[Learning_Java|Java]] {{RoundBoxBottom}}Away a Sjnzbzve{{RoundBoxTop|theme=3}} ==Lessons== Many of these lessons are conversion * Lesson 1: [[/Variables and User Input/]] * Lesson 2: Simple Math * Lesson 3: Conditional Statements * Lesson 4: Loops * Lesson 5: Functions and Recursion * Lesson 6: Algorithms and Data Structures * Lesson 7: Objects and Classes * Lesson 8: Templates * Phobos, the standard library {{RoundBoxBottom}} {{RoundBoxTop|theme=5}} ==Active Participants== ===Teachers or Contributors=== ''If you are helping to develop this resource, please sign below by typing 4 tildes (~).'' * [[OMouse|OMouse]] 07:25, 14 May 2007 (UTC) * [[User:Oswald|Oswald]] 08:20, 4 August 2008 (UTC) * [[User:I8086|I8086]] ([[User talk:I8086|discuss]] • [[Special:Contributions/I8086|contribs]]) 14:11, 12 December 2014 (UTC) ===Students=== ''If you are using this course as a learning resource, please sign below by typing 4 tildes (~).'' {{RoundBoxBottom}} {{RoundBoxTop|theme=6}} ==See Also== * [http://www.digitalmars.com/d/ Official Website for D] * [http://www.digitalmars.com/d/dcompiler.html The Digital Mars D compiler] * [http://dgcc.sourceforge.net/ The GNU D compiler] * [http://www.digitalmars.com/d/lex.html D Language Specification] * [http://www.digitalmars.com/d/phobos/phobos.html Phobos, the current standard library] * [http://www.dsource.org/projects/tango Tango, the alternative standard library] * [http://www.dsource.org/ Open Source Development for D] * [http://www.digitalmars.com/d/ctod.html D for C Programmers] * [http://www.digitalmars.com/d/cpptod.html D for C++ Programmers] {{RoundBoxBottom}} ==References== {{reflist}}{{DEFAULTSORT:D (programming}} [[Category:D (programming language)]] l8uqpik5tv20sbaekw4okydhlim3sld 2829172 2829168 2026-08-28T19:16:05Z Morkoz 3096691 Restored revision 2784726 by [[Special:Contributions/~2026-22045-1|~2026-22045-1]] ([[User talk:~2026-22045-1|talk]]): (TwinkleGlobal) 2829172 wikitext text/x-wiki __NOTOC__ {{RoundBoxTop|theme=2}} ==Introduction== {{center top}}<big>'''Programming with the D Programming Language'''</big>{{center bottom}} {{center top}}''Part of the [[:School:Computer_Science|School of Computer Science]]''{{center bottom}} [[Wikipedia:D (programming language)|D]] is an object-oriented programming language created by [[Wikipedia:Walter Bright|Walter Bright]] and [[Wikipedia:Andrei Alexandrescu|Andrei Alexandrescu]] in late 2001<ref>http://www.digitalmars.com/d/1.0/changelog1.html</ref>. Originally, D was a complete re-engineering of [[C++]], but it later evolved into its own language. D fix many of the <nowiki>'</nowiki>''shortcomings''<nowiki>'</nowiki> of [[C++]] and it includes many of [[C++]]'s feature plus some [[Wikipedia:D (programming language)#Features|other features]] which do not exist in [[C++]], like garbage collection and memory safety. {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} == Prerequisites == ''Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.'' * [[Topic:Introduction to Programming|Introduction to Programming]] * [[Topic:C|C]] * Basic knowledge of [[C++]] or [[Learning_Java|Java]] {{RoundBoxBottom}}Away a Sjnzbzve{{RoundBoxTop|theme=3}} ==Lessons== Many of these lessons are conversion * Lesson 1: [[/Variables and User Input/]] * Lesson 2: Simple Math * Lesson 3: Conditional Statements * Lesson 4: Loops * Lesson 5: Functions and Recursion * Lesson 6: Algorithms and Data Structures * Lesson 7: Objects and Classes * Lesson 8: Templates * Phobos, the standard library {{RoundBoxBottom}} {{RoundBoxTop|theme=5}} ==Active Participants== ===Teachers or Contributors=== ''If you are helping to develop this resource, please sign below by typing 4 tildes (~).'' * [[OMouse|OMouse]] 07:25, 14 May 2007 (UTC) * [[User:Oswald|Oswald]] 08:20, 4 August 2008 (UTC) * [[User:I8086|I8086]] ([[User talk:I8086|discuss]] • [[Special:Contributions/I8086|contribs]]) 14:11, 12 December 2014 (UTC) ===Students=== ''If you are using this course as a learning resource, please sign below by typing 4 tildes (~).'' {{RoundBoxBottom}} {{RoundBoxTop|theme=6}} ==See Also== * [http://www.digitalmars.com/d/ Official Website for D] * [http://www.digitalmars.com/d/dcompiler.html The Digital Mars D compiler] * [http://dgcc.sourceforge.net/ The GNU D compiler] * [http://www.digitalmars.com/d/lex.html D Language Specification] * [http://www.digitalmars.com/d/phobos/phobos.html Phobos, the current standard library] * [http://www.dsource.org/projects/tango Tango, the alternative standard library] * [http://www.dsource.org/ Open Source Development for D] * [http://www.digitalmars.com/d/ctod.html D for C Programmers] * [http://www.digitalmars.com/d/cpptod.html D for C++ Programmers] {{RoundBoxBottom}} ==References== {{reflist}}{{DEFAULTSORT:D (programming}} [[Category:D (programming language)]] rjjru5vrvswm660n1tq4u1fl6pzom94 0 43183 2829291 2595407 2026-08-29T02:54:29Z ~2026-46901-74 3110207 2829291 wikitext text/x-wiki {{multiple image | align = right | footer = <small>Used by</small> [[Physics equations]]<br> [[Coordinate systems]] <br> [[Vectors]]<br> [[Coulomb's Law]]<br> [[Physics_equations/00-Mathematics_for_this_course|More math links]]<br> | width = 40 | image1 = Wiktionary-logo.svg | image2 = Wikiversity-logo-Snorky.svg | image3 = Wikibooks-logo.svg | image4 = Wikipedia-logo-en.png }} <small>Material from [[Vectors]] was moved<ref>https://en.wikiversity.org/w/index.php?title=Vectors&oldid=1194637</ref> here.</small> Here we extend the concept of '''[[w:vector|vector]]''' to that of the '''[[w:vector field|vector field]]'''. A familiar example of a vector field is wind velocity: It has direction and magnitude, which makes it a vector. But it also depends on position (and ultimately on time). Wind velocity is a function of (x,y,z) at any given time, equivalently we can say that wind velocity is a time-dependent field: <math>\vec V_{wind}=\vec V(\vec r, t)</math>. === Derivative of a vector valued function === Let <math>\mathbf{a}(x)\,</math> be a vector function that can be represented as :<math> \mathbf{a}(x) = a_1(x) \mathbf{e}_1 + a_2(x) \mathbf{e}_2 + a_3(x) \mathbf{e}_3\, </math> where <math>x\,</math> is a scalar. Then the derivative of <math>\mathbf{a}(x)\,</math> with respect to <math>x\,</math> is :<math> \cfrac{d\mathbf{a}(x)}{dx} = \lim_{\Delta x\rightarrow 0} \cfrac{\mathbf{a}(x+\Delta x) - \mathbf{a}(x)}{\Delta x} = \cfrac{da_1(x)}{dx} \mathbf{e}_1 + \cfrac{da_2(x)}{dx} \mathbf{e}_2 + \cfrac{da_3(x)}{dx} \mathbf{e}_3~. </math> Note: In the above equation, the unit vectors <math>\mathbf{e}_i</math> ''(i=1,2,3)'' are assumed constant.<br> If <math>\mathbf{a}(x)\,</math> and <math>\mathbf{b}(x)\,</math> are two vector functions, then from the chain rule we get :<math>\begin{align} \cfrac{d({\mathbf{a}}\cdot{\mathbf{b}})}{x} & = {\mathbf{a}}\cdot{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\cdot{\mathbf{b}} \\ \cfrac{d({\mathbf{a}}\times{\mathbf{b}})}{dx} & = {\mathbf{a}}\times{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\times{\mathbf{b}} \\ \cfrac{d[{\mathbf{a}}\cdot{({\mathbf{a}}\times{\mathbf{b}})}]}{dt} & = {\cfrac{d\mathbf{a}}{dt}}\cdot{({\mathbf{b}}\times{\mathbf{c}})} + {\mathbf{a}}\cdot{\left({\cfrac{d\mathbf{b}}{dt}}\times{\mathbf{c}}\right)} + {\mathbf{a}}\cdot{\left({\mathbf{b}}\times{\cfrac{d\mathbf{c}}{dt}}\right)} \end{align}</math> === Scalar and vector fields === Let <math>\mathbf{x}\,</math> be the position vector of any point in space. Suppose that there is a ''scalar function'' (<math>g\,</math>) that assigns a value to each point in space. Then :<math> g = g(\mathbf{x})\, </math> represents a ''scalar field''. An example of a scalar field is the ''temperature''. See Figure4(a). [[image:VectorField.png|thumb|400px|Figure 4: Scalar and vector fields.]] If there is a ''vector function'' (<math>\mathbf{a}\,</math>) that assigns a vector to each point in space, then :<math> \mathbf{a} = \mathbf{a}(\mathbf{x})\, </math> represents a ''vector field''. An example is the ''displacement'' field. See Figure 4(b). === Gradient of a scalar field === Let <math>\varphi(\mathbf{x})\,</math> be a scalar function. Assume that the partial derivatives of the function are continuous in some region of space. If the point <math>\mathbf{x}\,</math> has coordinates (<math>x_1, x_2, x_3\,</math>) with respect to the basis (<math>\mathbf{e}_1, \mathbf{e}_2, \mathbf{e}_3\,</math>), the ''gradient'' of <math>\varphi\,</math> is defined as :<math> \boldsymbol{\nabla}{\varphi} = \frac{\partial \varphi}{\partial x_1}~\mathbf{e}_1 + \frac{\partial \varphi}{\partial x_2}~\mathbf{e}_2 + \frac{\partial \varphi}{\partial x_3}~\mathbf{e}_3 ~. </math> In index notation, :<math> \boldsymbol{\nabla}{\varphi} \equiv \varphi_{,i}~\mathbf{e}_i ~. </math> The gradient is obviously a ''vector'' and has a direction. We can think of the gradient at <u>a point being the vector perpendicular to the level contour at that point</u>. It is often useful to think of the symbol <math>\boldsymbol{\nabla}{}</math> as an operator of the form :<math> \boldsymbol{\nabla}{} = \frac{\partial }{\partial x_1} ~\mathbf{e}_1 + \frac{\partial }{\partial x_2} ~\mathbf{e}_2 + \frac{\partial }{\partial x_3} ~\mathbf{e}_3 ~. </math> === Divergence of a vector field === If we form a scalar product of a vector field <math>\mathbf{u}(\mathbf{x})\,</math> with the <math>\boldsymbol{\nabla}{}</math> operator, we get a ''scalar'' quantity called the ''divergence'' of the vector field. Thus, :<math> \boldsymbol{\nabla}\cdot\mathbf{u} = \frac{\partial u_1}{\partial x_1} + \frac{\partial u_2}{\partial x_2} + \frac{\partial u_3}{\partial x_3} ~. </math> In index notation, :<math> \boldsymbol{\nabla}\mathbf{u} \equiv u_{i,i} ~. </math> If <math>\boldsymbol{\nabla}\cdot\mathbf{u} = 0</math>, then <math>\mathbf{u}\,</math> is called a ''divergence-free'' field. The physical significance of the divergence of a vector field is the rate at which some ''density'' exits a given region of space. In the absence of the creation or destruction of matter, the density within a region of space can change only by having it flow into or out of the region. === Curl of a vector field === The ''curl'' of a vector field <math>\mathbf{u}(\mathbf{x})\,</math> is a ''vector'' whose expression can be obtained with :<math> \boldsymbol{\nabla}\times{\mathbf{u}} = \begin{vmatrix} \mathbf{e}_1 & \mathbf{e}_2 & \mathbf{e}_3 \\ \frac{\partial }{\partial x_1} & \frac{\partial }{\partial x_2} & \frac{\partial }{\partial x_3} \\ u_1 & u_2 & u_3 \\ \end{vmatrix} </math> The physical significance of the curl of a vector field is the amount of rotation or angular momentum of the contents of a region of space. === Laplacian of a scalar or vector field === The ''Laplacian'' of a scalar field <math>\varphi(\mathbf{x})\,</math> is a ''scalar'' defined as :<math> \nabla^2{\varphi} := \boldsymbol{\nabla}(\boldsymbol{\nabla}{\varphi}) = \frac{\partial^2 \varphi}{\partial x_1} + \frac{\partial^2 \varphi}{\partial x_2} + \frac{\partial^2 \varphi}{\partial x_3}~. </math> The Laplacian of a vector field <math>\mathbf{u}(\mathbf{x})\,</math> is a vector defined as :<math> \nabla^2{\mathbf{u}} := (\nabla^2{u_1}) \mathbf{e}_1 + (\nabla^2{u_2}) \mathbf{e}_2 + (\nabla^2{u_3}) \mathbf{e}_3 ~. </math> === Identities in vector calculus === Some frequently used identities from vector calculus are listed below. #<math>\boldsymbol{\nabla}(\mathbf{a} + \mathbf{b}) = \boldsymbol{\nabla}\cdot{\mathbf{a}} + \boldsymbol{\nabla}\cdot{\mathbf{b}}</math> #<math>\boldsymbol{\nabla}\times{(\mathbf{a} + \mathbf{b})} = \boldsymbol{\nabla}\times{\mathbf{a}} + \boldsymbol{\nabla}\times{\mathbf{b}}</math> #<math>\boldsymbol{\nabla}(\varphi\mathbf{a}) = \cdot{(\boldsymbol{\nabla}{\varphi})}{\mathbf{a}} + \varphi (\boldsymbol{\nabla}\cdot{\mathbf{a}})</math> #<math>\boldsymbol{\nabla}\times{(\varphi\mathbf{a})} = {(\boldsymbol{\nabla}{\varphi})}\times{\mathbf{a}} + \varphi (\boldsymbol{\nabla}\times{\mathbf{a}})</math> #<math>\boldsymbol{\nabla}({\mathbf{a}}\times{\mathbf{b}}) = {\mathbf{b}}\cdot{(\boldsymbol{\nabla}\times{\mathbf{a}})} - {\mathbf{a}}\cdot{(\boldsymbol{\nabla}\times{\mathbf{b}})}</math> ==Fundamental theorems of vector calculus== One version of the fundamental theorem of one-dimensional calculus is :<math>\int_a^b f\,'(x)dx = f(b) - f(a)</math> This is a theorem about a function, <math>f(x)</math>, its first derivative, and a '''[[w:line segment|line segment]]'''. Two notations used to denote this line segment are [a,b] and the inequality, {{nowrap begin}}a<x<b. {{nowrap end}} In the field of '''[[w:topology|topology]]''', <math>\partial</math> denotes '''[[w:Boundary (topology)|boundary]]'''. If we let the symbol <math>\mathcal L</math> denote the infinite number of points in the line segment [a,b], then the symbol <math>\partial\mathcal L</math> denotes the two endpoints (at {{nowrap begin}} x = a {{nowrap end}} and {{nowrap begin}} x = b {{nowrap end}}) of the line segment <math>\mathcal L</math>. These endpoints form the '''boundary''' of <math>\mathcal L</math>. ===Gradient theorem=== [[File:Curves.svg|right|180px]] The '''[[w:Gradient theorem|gradient theorem]]''' is a direct generalization of the fundamental theorem of calculus: :<math> \int_{\ell[\vec p \to \vec q] \subset \mathbb R^n} \vec\nabla f\cdot d\vec\ell = f \left(\vec{q}\right)- f\left(\vec{p}\right) </math> The subscript, <math>\ell[\vec p \to \vec q] \subset \mathbb R^n</math> informs this is an integral over the over a one-dimensinal curve (or 'path') [[w:File:Line_integral_of_vector_field.gif|line integral]] <math>\ell</math> from point <math>\vec r=\vec p</math> to point <math>\vec r=\vec q</math>. The function, <math> f= f(\vec r) </math> is any [[w:scalar field|scalar field]] that is [[w:Differentiable_function|differentiable]]. The expression <math>\subset \mathbb R^n</math> informs us that <math>\vec r</math> can be a member of an n-dimensional space. (In other words the theorem is easily generalized to more than three dimensions.) A consequence of this theorem is that <math>\int\vec\nabla f\cdot d\vec\ell=0</math> for any "closed curve" The figure shows the closed curve A, as well as the "open curve", B. Two endpoints form the "boundary" of curve B. ===Stokes' theorem=== [[Image:Stokes' Theorem.svg|right|180px]] '''[[w:Stokes theorem|Stokes' theorem]]''' states: :<math> \int_{\Sigma\subset\mathbb R^3} \vec\nabla \times \vec F \cdot \vec{dA} = \oint_{\partial\Sigma}\vec F\cdot d\hat\ell</math> The integral subscript, <math>\Sigma\subset \mathbb R^3</math> informs us that this theorem is valid only in a three-dimensional vector space. The integral is over a two-dimensional surface,&Sigma; ,with <math>\vec{dA} = \hat n dA</math>, where <math>\hat n</math> is [[w:normal (geometry)|normal]] to the surface. The integral over the surface, Σ, is nonzero only if its boundary, ∂Σ, exists. Surfaces with such boundaries are called open surfaces, and the boundary, ∂Σ, is a curve in 3-space that goes along the "edge" of the surface. This curve is integrated in the direction of positive [[w:curve orientation|orientation]], meaning that <math>\vec{d\ell}</math> and the surface normal follow <math>\hat n dA</math> follow the [[w:Right-hand_rule#Direction_associated_with_a_rotation|right-hand rule]]. :Footnote: According to Wikipedia<ref>https://en.wikipedia.org/w/index.php?title=Stokes%27_theorem&oldid=608564969</ref>, this form of the theorem was first discovered by Lord Kelvin, who communicated it to George Stokes in a letter dated July 2, 1850. Stokes set the theorem as a question on the 1854 Smith's Prize exam, which led to the result bearing his name. ===Divergence theorem=== [[File:SurfacesWithAndWithoutBoundary.svg|thumb|right|200px|{{pad|em=18}}closed {{pad|em=15}}<nowiki>|</nowiki> open: <span style="color:#0000ff"> '''&Omega;'''</span> & <span style="color:#ff0000"> '''&part;&Omega;'''</span>]] The '''[[w:divergence theorem|divergence theorem]]''' states: : <math>\int_{\Omega} \vec\nabla \cdot \vec F \;dV= \oint_{\partial \Omega\subset\mathbb R^3} \vec F \cdot d\vec A </math>. The integral subscript, <math>\Omega\subset \mathbb R^n</math>, informs us that this theorem is valid in an (arbitrary) n-dimensional vector space. The n-dimensional volume is &Omega;, and ∂&Omega; is its boundary. If n =3 dimensions, ∂&Omega; is a surface. Since this surface encloses a volume, it has no boundary of its own, and is therefore called a closed surface. The figure shows six surfaces. The three on the left have no boundary and are therefore closed; the ones to the right have a boundary (shown in red) and are therefore open. Note that the closed surfaces to the left are themselves boundaries volumes which are defined as what is "inside" the surface. :Footnote: In index notation, the gradient theorem can be written as <math> \int_{\Omega} u_{i,i}~dV = \int_{\partial\Omega} n_i u_i~dA </math> <references/> [[Category:Vector calculus| ]] [[Category:Pure Mathematics]] [[Category:Physics equations/core]] 2jmxka88lk3a9v8bf9ilzknwjv12v18 102 56146 2829167 2819609 2026-08-28T19:09:25Z Bśadów$ki112 3110181 /* */ 2829167 wikitext text/x-wiki I hate the gays! {{Unsigned|Bsadowski1}}__NOTOC__ __NOEDITSECTION__ {{{{#titleparts:{{FULLPAGENAME}}|1}}/start tab}} {{box-transclude|Introduction|The {{BASEPAGENAME}} Portal}} <div style="float:left; width:66%; min-width:300px;"> {{{{FULLPAGENAME}}/box-header|Featured Resource|{{FULLPAGENAME}}/Featured Resource}} {{#invoke:Portals|lede|{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Resource}}}} {{clear}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Featured Picture|{{FULLPAGENAME}}/Featured Picture}} [[{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Picture}}]] {{{{FULLPAGENAME}}/box-footer|}} </div> <div style="float:right; width:33%; min-width:150px;"> {{box-transclude|Categories}} {{box-transclude|Related Categories}} {{box-transclude|Related Portals}} </div> {{clear}} {{{{FULLPAGENAME}}/box-header|Major Wikiversity Portals|{{FULLPAGENAME}}}} {{Portals}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Wikimedia|{{FULLPAGENAME}}}} {{Wikimedia for portals|page={{titleparts|1}}}} {{{{FULLPAGENAME}}/box-footer|}} {{Reflist}} {{end tab}} [[Category:{{PAGENAME}}| {{FULLPAGENAME}}]] [[Category:Subject portals|{{PAGENAME}}]] [[Category:Arts portals]] oivotjygivt2sjqwwz1kziwsz284h0e 2829171 2829167 2026-08-28T19:15:51Z Morkoz 3096691 - 2829171 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {{{{#titleparts:{{FULLPAGENAME}}|1}}/start tab}} {{box-transclude|Introduction|The {{BASEPAGENAME}} Portal}} <div style="float:left; width:66%; min-width:300px;"> {{{{FULLPAGENAME}}/box-header|Featured Resource|{{FULLPAGENAME}}/Featured Resource}} {{#invoke:Portals|lede|{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Resource}}}} {{clear}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Featured Picture|{{FULLPAGENAME}}/Featured Picture}} [[{{#invoke:Portals|randomlink|{{FULLPAGENAME}}/Featured Picture}}]] {{{{FULLPAGENAME}}/box-footer|}} </div> <div style="float:right; width:33%; min-width:150px;"> {{box-transclude|Categories}} {{box-transclude|Related Categories}} {{box-transclude|Related Portals}} </div> {{clear}} {{{{FULLPAGENAME}}/box-header|Major Wikiversity Portals|{{FULLPAGENAME}}}} {{Portals}} {{{{FULLPAGENAME}}/box-footer|}} {{{{FULLPAGENAME}}/box-header|Wikimedia|{{FULLPAGENAME}}}} {{Wikimedia for portals|page={{titleparts|1}}}} {{{{FULLPAGENAME}}/box-footer|}} {{Reflist}} {{end tab}} [[Category:{{PAGENAME}}| {{FULLPAGENAME}}]] [[Category:Subject portals|{{PAGENAME}}]] [[Category:Arts portals]] sjuo5s1ai871fg3x8anclww08a0zfo8 0 60198 2829164 2823867 2026-08-28T17:52:23Z ~2026-46938-35 3110172 type tool 2829164 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} '''Typing''' is the process of entering or inputting text by pressing keys on a typewriter, computer keyboard, mobile phone, or calculator.<ref>[[Wikipedia: Typing]]</ref> Learners should practice typing for fifteen minutes each day until their typing speed is at least 30 words per minute. == Multimedia == * [https://www.typing.com/student/lessons Typing.com: Learn to Type] * [https://monkeytype.com/ Monkeytype] * [https://www.typetap.io TypeTap] == Activities == * Complete the [https://www.typing.com/student/lessons Typing.com lessons.] * Use [https://monkeytype.com/ Monkeytype.com] , and practice typing daily until you can reach 30 words per minute consistently. == See Also == * [[Elementary Typing]] * [[Introduction_to_Computers/Input_Devices |Input Devices]] * [[Wikipedia: Typing]] == References == {{reflist}} {{subpage navbar}} {{CourseCat}} [[Category:Computer Skills]] [[Category:Typing]] [[Category:Completed resources]] qsbl450es2z3ci644tykb1eldbghtoz 0 68069 2829194 2828977 2026-08-28T21:35:32Z Jtneill 10242 2829194 wikitext text/x-wiki {{5%done}} [[File:Empathy facial expression 2.png|thumb|right|200px|An AI-generated photorealistic facial expression consistent with the emotional experience of empathy.]] [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|200px|A child displays empathy to another child by comforting her, showing that he understands that she is in distress.]] '''Empathy''' is a common affective human reaction to another person’s situation and, in particular, is about the extent to which a person understands another's perspectives (Davis, 1983). Empathy essentially involves mirroring the emotional experience of another human, but one can also feel empathic towards an animal or place. In [[emotion]] science, empathy can be distinguished from related interpersonal emotions such as [[w:compassion|compassion]] and [[w:sympathy|sympathy]]. Emotions, such as empathy involve subjective feelings, physiological reactions, expressive behaviours (e.g., facial expressions), and can [[motivation|motivate]] caring and helping behaviours. ==See also== * [[w:Empathy|Empathy]] (Wikipedia) * [[Motivation and emotion/Lectures/Individual emotions|Individual emotions]] (Motivation and emotion lecture) ==Reference== {{Hanging indent|1= Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology'', ''44'', 113–126. }} {{psych-stub}} <!--==See also==--> {{search}} [[Category:Social psychology]] [[Category:Empathy| ]] qkudev47ykatli7a7411q6y39i1l6a1 2829195 2829194 2026-08-28T21:36:27Z Jtneill 10242 /* Reference */ + doi 2829195 wikitext text/x-wiki {{5%done}} [[File:Empathy facial expression 2.png|thumb|right|200px|An AI-generated photorealistic facial expression consistent with the emotional experience of empathy.]] [[File:There's no crying in baseball! (4549295140) 2.jpg|thumb|200px|A child displays empathy to another child by comforting her, showing that he understands that she is in distress.]] '''Empathy''' is a common affective human reaction to another person’s situation and, in particular, is about the extent to which a person understands another's perspectives (Davis, 1983). Empathy essentially involves mirroring the emotional experience of another human, but one can also feel empathic towards an animal or place. In [[emotion]] science, empathy can be distinguished from related interpersonal emotions such as [[w:compassion|compassion]] and [[w:sympathy|sympathy]]. Emotions, such as empathy involve subjective feelings, physiological reactions, expressive behaviours (e.g., facial expressions), and can [[motivation|motivate]] caring and helping behaviours. ==See also== * [[w:Empathy|Empathy]] (Wikipedia) * [[Motivation and emotion/Lectures/Individual emotions|Individual emotions]] (Motivation and emotion lecture) ==Reference== {{Hanging indent|1= Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology'', ''44'', 113–126. https://doi.org/10.1037/0022-3514.44.1.113 }} {{psych-stub}} <!--==See also==--> {{search}} [[Category:Social psychology]] [[Category:Empathy| ]] o7ril4duxfts3bjgbcc06zua7lebub1 4 75745 2829174 2824228 2026-08-28T19:19:49Z Morkoz 3096691 + 2829174 wikitext text/x-wiki {{/Header}} ==Review changes to [[Special:AbuseFilter/4]]== {{ping|Codename Noreste}} Could you review changes I made to this filter to help prevent profanity spam using obfuscated spellings? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:44, 25 May 2026 (UTC) : I've adjusted the filter to prevent any potential false positives, see its conditions. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 18:10, 26 May 2026 (UTC) == Please unban == I want to create a new page (a pro/contra discussion page [[Are humans omnivores or herbivores?|like this one]]); initially it included an entry in the "== External Links ==" section, so it got blocked. I tried using a doi.org link; unfortunately that got blocked, too. Then I tried without, and it said I tried too often… Please unban my user so I can create the page (without an external link…). In general, please consider adding doi.org to a whitelist. DOI links are virtually all academic, so how bad can that possibly be? Thank you! :-) [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 11:02, 15 August 2026 (UTC) : Thanks for letting us know. Some suggestion: :* Although you can edit anonymously, it is better to create an account and log in - that will give you more permissions :* You are hitting some spam filters, but the system will learn to trust you if you login and engage in some constructive editing (e.g., edit and improve a page before before adding external links); basically, it doesn't trust you yet. We don't have a lot of volunteer admins so it isn't perfect (there are some false positives), but it prevents a lot of clean-up. : : But now for the not-so-good news. The Wikiversity community recently decide to stop Wikidebates because there were some problematic topics and responses. However, if it is a good topic, there's likely some way to do something similar that would be accepted. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:21, 15 August 2026 (UTC) ::My debate question is: "Are humans monogamous or polygamous?" (In my opinion, that makes it very analogous to the diet question I liked to.) [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 11:37, 15 August 2026 (UTC) ::: This question is an example of a potentially educationally relevant topic to have as a learning project in debate format, but currently debates are not permitted (see [[Wikidebates]] for more info). -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:03, 15 August 2026 (UTC) ::::I understand. I would generally find it noteworthy that a debate club which used to pretend to be liberal would so readily admit to the opposite and shut itself down, simply because – I'm assuming – someone asked the forbidden questions of our time or questioned the truisms of our time, which stirred up some emotions in the overly sensitive. That, of course, is not what the enlightenment taught us, nor is it in line with what ''actually'' liberal academia is all about. However, it is no surprise to me at all for a socialist project of the Wikimedia realm. I'll go and find myself some better people. Thank you and have a good day, Jtneill. [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 12:10, 15 August 2026 (UTC) == Request to review AbuseFilter block on a student research draft == Hello. I am a new contributor attempting to create [[Draft:Anti-IL-6 scFv–RDVLPGT fusion concept]], a clearly labeled student research project. The draft separates cited evidence from an unvalidated design hypothesis, states the central limitation (extracellular anti-IL-6 scFv versus intracellular MyD88), includes falsifiable expectations, and uses external links only for DOI references, RCSB PDB 4DOM, and an NCBI iCn3D structural-context view. The edit was disallowed by the rule “New user creating page with external link.” Could a custodian please review the draft and allow the constructive edit, or advise the appropriate way to publish it without removing its verifiable sources? Thank you. [[User:Jayhan0302|Jayhan0302]] ([[User talk:Jayhan0302|discuss]] • [[Special:Contributions/Jayhan0302|contribs]]) 08:47, 22 August 2026 (UTC) : Hi Jayhan, : Because you're a new user, the system wants to learn to trust you, so try editing at first without including external links. Then, after a while, it will realise that you're to be trusted, and then you'll be able to add external links. : I hope that helps. : Sincerely,<br> James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:04, 22 August 2026 (UTC) :This is a little embarrassing, but I've never been an EditFilter whiz, so I just added the links myself. You will be able to add links yourself after you have made <var>x</var> edits in <var>y</var> days. I can never recall the exact numbers, but they are very small. Let me know if you need more help. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 09:06, 22 August 2026 (UTC) == Report concerning [[special:contribs/Bśadów$ki112|Bśadów$ki112]] == '''Reasons''': Long-term abuse. Impersonation of [[:sulutil:Bsadowski1|Bsadowski1]]. --[[User:Morkoz|Morkoz]] ([[User talk:Morkoz|discuss]] • [[Special:Contributions/Morkoz|contribs]]) 19:19, 28 August 2026 (UTC) sveh15or1148fc2fotlmxuhpxhlqo6r 2829175 2829174 2026-08-28T19:20:46Z Koavf 147 /* Report concerning Bśadów$ki112 */ Reply 2829175 wikitext text/x-wiki {{/Header}} ==Review changes to [[Special:AbuseFilter/4]]== {{ping|Codename Noreste}} Could you review changes I made to this filter to help prevent profanity spam using obfuscated spellings? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:44, 25 May 2026 (UTC) : I've adjusted the filter to prevent any potential false positives, see its conditions. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 18:10, 26 May 2026 (UTC) == Please unban == I want to create a new page (a pro/contra discussion page [[Are humans omnivores or herbivores?|like this one]]); initially it included an entry in the "== External Links ==" section, so it got blocked. I tried using a doi.org link; unfortunately that got blocked, too. Then I tried without, and it said I tried too often… Please unban my user so I can create the page (without an external link…). In general, please consider adding doi.org to a whitelist. DOI links are virtually all academic, so how bad can that possibly be? Thank you! :-) [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 11:02, 15 August 2026 (UTC) : Thanks for letting us know. Some suggestion: :* Although you can edit anonymously, it is better to create an account and log in - that will give you more permissions :* You are hitting some spam filters, but the system will learn to trust you if you login and engage in some constructive editing (e.g., edit and improve a page before before adding external links); basically, it doesn't trust you yet. We don't have a lot of volunteer admins so it isn't perfect (there are some false positives), but it prevents a lot of clean-up. : : But now for the not-so-good news. The Wikiversity community recently decide to stop Wikidebates because there were some problematic topics and responses. However, if it is a good topic, there's likely some way to do something similar that would be accepted. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:21, 15 August 2026 (UTC) ::My debate question is: "Are humans monogamous or polygamous?" (In my opinion, that makes it very analogous to the diet question I liked to.) [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 11:37, 15 August 2026 (UTC) ::: This question is an example of a potentially educationally relevant topic to have as a learning project in debate format, but currently debates are not permitted (see [[Wikidebates]] for more info). -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:03, 15 August 2026 (UTC) ::::I understand. I would generally find it noteworthy that a debate club which used to pretend to be liberal would so readily admit to the opposite and shut itself down, simply because – I'm assuming – someone asked the forbidden questions of our time or questioned the truisms of our time, which stirred up some emotions in the overly sensitive. That, of course, is not what the enlightenment taught us, nor is it in line with what ''actually'' liberal academia is all about. However, it is no surprise to me at all for a socialist project of the Wikimedia realm. I'll go and find myself some better people. Thank you and have a good day, Jtneill. [[Special:Contributions/&#126;2026-44661-47|&#126;2026-44661-47]] ([[User talk:&#126;2026-44661-47|talk]]) 12:10, 15 August 2026 (UTC) == Request to review AbuseFilter block on a student research draft == Hello. I am a new contributor attempting to create [[Draft:Anti-IL-6 scFv–RDVLPGT fusion concept]], a clearly labeled student research project. The draft separates cited evidence from an unvalidated design hypothesis, states the central limitation (extracellular anti-IL-6 scFv versus intracellular MyD88), includes falsifiable expectations, and uses external links only for DOI references, RCSB PDB 4DOM, and an NCBI iCn3D structural-context view. The edit was disallowed by the rule “New user creating page with external link.” Could a custodian please review the draft and allow the constructive edit, or advise the appropriate way to publish it without removing its verifiable sources? Thank you. [[User:Jayhan0302|Jayhan0302]] ([[User talk:Jayhan0302|discuss]] • [[Special:Contributions/Jayhan0302|contribs]]) 08:47, 22 August 2026 (UTC) : Hi Jayhan, : Because you're a new user, the system wants to learn to trust you, so try editing at first without including external links. Then, after a while, it will realise that you're to be trusted, and then you'll be able to add external links. : I hope that helps. : Sincerely,<br> James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:04, 22 August 2026 (UTC) :This is a little embarrassing, but I've never been an EditFilter whiz, so I just added the links myself. You will be able to add links yourself after you have made <var>x</var> edits in <var>y</var> days. I can never recall the exact numbers, but they are very small. Let me know if you need more help. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 09:06, 22 August 2026 (UTC) == Report concerning [[special:contribs/Bśadów$ki112|Bśadów$ki112]] == '''Reasons''': Long-term abuse. Impersonation of [[:sulutil:Bsadowski1|Bsadowski1]]. --[[User:Morkoz|Morkoz]] ([[User talk:Morkoz|discuss]] • [[Special:Contributions/Morkoz|contribs]]) 19:19, 28 August 2026 (UTC) :{{done}} ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:20, 28 August 2026 (UTC) jz7uvt21scm4yr077ziyl0ztp7rlcr0 0 107335 2829311 2707864 2026-08-29T03:53:50Z ~2026-46781-55 3110211 /* */ ping google .com 2829311 wikitext text/x-wiki {{TOCright}}Ping google.com == Readings == * [[w:Command-line_interface | Wikipedia: Command-Line Interface (CLI)]] * [[w:Command_Prompt | Wikipedia: Command Prompt]] == Activities == * [[/Open | Open a Command Prompt]] * [[/Close | Close a Command Prompt]] * [[/Elevated | Open an Elevated/Administrator Command Prompt]] == References == * [http://windows.microsoft.com/en-US/windows-vista/Command-Prompt-frequently-asked-questions Microsoft: Command Prompt: frequently asked questions] [[Category:Command Prompt| ]] [[Category:Operating systems]] [[Category:Activities]] 0kc33cs6ql5kjfhren5os6fwast69ll 3 108862 2829170 2691949 2026-08-28T19:14:30Z Bśadów$ki112 3110181 2829170 wikitext text/x-wiki {{auto archive|age=1| target='User talk:Ottava Rima/archives/((year))/((Month:short))' |minor=true |display=false|mincontributions=1}} Welcome to my user talk page. Material from before June 20, 2010 can be found [[User talk:Ottava Rima/Archive|here]], after [[User talk:Ottava Rima/Archive2|here]]. == School of Mathematics == Hi, you deleted [[School of Mathematics]] but failed to update all the references to it. Now on the main page there's a link to non-existent article: http://en.wikibooks.org/wiki/Wikiversity == == Can you make me a custodian? ---[[User:Draubb|Draubb]] :Sorry, but I am not even a custodian myself since the project was hijacked a few years ago. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 03:42, 18 May 2013 (UTC) == Abd == How is [[User:Abd|Abd]], is he blocked or something, I heard '''you blocked''' Abd for multiple accounts. I am schocked because he warned me not to create multiple accounts. What's wrong with Abd? Please give me an answer on [[User talk:Draubb|my discussion page]]. See ya around! [[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) :Abd is a proponent of the fringe theory of Cold Fusion, and will create multiple accounts and do whatever he can to wage war against 99.9999% of the world who realizes that his ideas are nonsense. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 23:27, 18 May 2013 (UTC) Why do you hate him so much? Please answer on my talk page [[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) 00:36, 19 May 2013 (UTC) Matter concerning you at [[https://en.wikiversity.org/wiki/Wikiversity:Request_custodian_action#Abd.27s_disruptions]]. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 01:23, 10 September 2014 (UTC) == Contributions == Hello Ottava Rima, Can you please send me a message to my talk page or [[Wikiversity:Candidates for Custodianship/Draubb]]. Can you please check on my contributions section and please leave a message on one of the two pages and say if my contributions are helping or not and explaining what I can do? Thank you very much Ottava Rima! --[[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) 22:49, 27 May 2013 (UTC) == Protected status of [[Wikiversity:FAQ/Editing]] == Please consider unprotecting [[Wikiversity:FAQ/Editing]], which was protected since 2010. Alternatively, please correct [[Wikiversity:FAQ/Editing#References]]: in "?action=purge" the last character is now not bold, unlike the rest of the text. [[User:Nyq|Nyq]] ([[User talk:Nyq|discuss]] • [[Special:Contributions/Nyq|contribs]]) 05:22, 14 August 2013 (UTC) == [[m:Requests for comment/Global ban for Ottava Rima]] == <div class="mw-content-ltr" lang="en" dir="ltr"> Per the [[m:Global bans]] global policy, you are informed of the discussion above. Please comment there and feel free to appropriately distribute more widely in prominent community venues in order to «Inform the community on all wikis where the user has edited». [[m:User:Nemo_bis|Nemo]] 10:10, 24 August 2013 (UTC) </div> <!-- EdwardsBot 0563 --> == Question about blocked user == Hello, sorry to bother you about this. [[user:Abd|Abd]] asked about a banned user [[user talk:markoril|markoril]], who was blocked about two years ago. I don't know why this still matters. Can you clarify what happened then, with that blocked user? You can see the inquiry on my [[user talk:sidelight12#Thanks for the unprotection of Talk:Wikipedia|talkpage]]. Thanks. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 21:34, 4 October 2013 (UTC) :[https://toolserver.org/~luxo/contributions/contributions.php?user=Markoril&blocks=true]. The guy was a long term sock puppet associated with the site that he spammed, and he did it under multiple names across the wikimedia sites. Clear vandal, and something that Abd has encouraged in the past. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 22:14, 4 October 2013 (UTC) ::Alright then. Thanks. I actually saw that page. So there's clear evidence that, that user used other names? Ok then, I'll take your word for it. The Wikipedia custodian also made that statement in the block explanation. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 22:30, 4 October 2013 (UTC) == Welcome back! == Good to see you back Ottava, you want to do a little work around here? --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:16, 22 December 2013 (UTC) :Which topic? And I never really left. I always watch the recent contribs. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:17, 22 December 2013 (UTC) ::Ottava, you may do any topic you desire to. --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:23, 22 December 2013 (UTC) :::Oh, I know that. I just thought you might have had one in particular you needed help with. After the desysopping, I stopped producing content and limited my role. Too many games were played and I have a real life to focus on. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:29, 22 December 2013 (UTC) ::I figured you were watching this site without necessarily logging in. Greetings. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 20:24, 22 December 2013 (UTC) :::Hola. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:29, 22 December 2013 (UTC) ::::Ottava, you said Abd's ideas are nonsense. Don't you find that insulting to Abd??? --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:31, 22 December 2013 (UTC) :::::He was banned from Wikipedia for promoting what was revealed to be absolutely false claims about cold fusion. Dealing with Abd's obsession with fringe topics, with people who appropriately prohibited him based on his actions, and from the trouble he caused here is what I feel justifies my comments. One of the reasons why I don't care to bother too much with producing content like I did is his activity. My material is part of my academic research, is mainstream, and connected to my reputation. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:35, 22 December 2013 (UTC) == Enydmion Society == Please use a real account rather than anonymous IP, and tag all of whatever you want deleted. Day-by-day requests are just hiding the scope of your intent and giving the impression that we should reinitiate RFD discussion Archive 9. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:30, 27 July 2019 (UTC) :The Endymion Society page was originally created as part of a step by step process on how to build a book with the pages. The book was already built and so the original instruction classroom page became redundant. I've been going slowly through them to make sure everything was copied over and included. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 00:37, 27 July 2019 (UTC) :All of the files here [https://en.wikiversity.org/wiki/Category:Enydmion_Society] and the general page [https://en.wikiversity.org/wiki/Lectures/Literary_criticism/Percy_Bysshe_Shelley/1820_collection#Prometheus_Unbound] can be deleted due to no longer being active and no longer pertinent. There is only one author, and the fragmentary nature of it makes it uneducational now that the project is long done. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 00:46, 27 July 2019 (UTC) :As a side note - [https://en.wikiversity.org/w/index.php?title=Enydmion_Society%2FPrometheus_Unbound_with_Other_Poems%2FAn_Exhortation&type=revision&diff=1568717&oldid=667007] this level of vandalism is partly why leaving up the unneeded material is a problem. No one is monitoring it. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 01:06, 27 July 2019 (UTC) 50gpmznepgpx9eer7ss1j8a8p5buaih 2829173 2829170 2026-08-28T19:16:14Z Morkoz 3096691 Restored revision 2691949 by [[Special:Contributions/Atcovi|Atcovi]] ([[User talk:Atcovi|talk]]): (TwinkleGlobal) 2829173 wikitext text/x-wiki {{auto archive|age=1| target='User talk:Ottava Rima/archives/((year))/((Month:short))' |minor=true |display=false|mincontributions=1}} Welcome to my user talk page. Material from before June 20, 2010 can be found [[User talk:Ottava Rima/Archive|here]], after [[User talk:Ottava Rima/Archive2|here]]. == School of Mathematics == Hi, you deleted [[School of Mathematics]] but failed to update all the references to it. Now on the main page there's a link to non-existent article: http://en.wikibooks.org/wiki/Wikiversity == Custodianship == Can you make me a custodian? ---[[User:Draubb|Draubb]] :Sorry, but I am not even a custodian myself since the project was hijacked a few years ago. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 03:42, 18 May 2013 (UTC) == Abd == How is [[User:Abd|Abd]], is he blocked or something, I heard '''you blocked''' Abd for multiple accounts. I am schocked because he warned me not to create multiple accounts. What's wrong with Abd? Please give me an answer on [[User talk:Draubb|my discussion page]]. See ya around! [[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) :Abd is a proponent of the fringe theory of Cold Fusion, and will create multiple accounts and do whatever he can to wage war against 99.9999% of the world who realizes that his ideas are nonsense. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 23:27, 18 May 2013 (UTC) Why do you hate him so much? Please answer on my talk page [[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) 00:36, 19 May 2013 (UTC) Matter concerning you at [[https://en.wikiversity.org/wiki/Wikiversity:Request_custodian_action#Abd.27s_disruptions]]. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 01:23, 10 September 2014 (UTC) == Contributions == Hello Ottava Rima, Can you please send me a message to my talk page or [[Wikiversity:Candidates for Custodianship/Draubb]]. Can you please check on my contributions section and please leave a message on one of the two pages and say if my contributions are helping or not and explaining what I can do? Thank you very much Ottava Rima! --[[User:Draubb|Draubb]] ([[User talk:Draubb|discuss]] • [[Special:Contributions/Draubb|contribs]]) 22:49, 27 May 2013 (UTC) == Protected status of [[Wikiversity:FAQ/Editing]] == Please consider unprotecting [[Wikiversity:FAQ/Editing]], which was protected since 2010. Alternatively, please correct [[Wikiversity:FAQ/Editing#References]]: in "?action=purge" the last character is now not bold, unlike the rest of the text. [[User:Nyq|Nyq]] ([[User talk:Nyq|discuss]] • [[Special:Contributions/Nyq|contribs]]) 05:22, 14 August 2013 (UTC) == [[m:Requests for comment/Global ban for Ottava Rima]] == <div class="mw-content-ltr" lang="en" dir="ltr"> Per the [[m:Global bans]] global policy, you are informed of the discussion above. Please comment there and feel free to appropriately distribute more widely in prominent community venues in order to «Inform the community on all wikis where the user has edited». [[m:User:Nemo_bis|Nemo]] 10:10, 24 August 2013 (UTC) </div> <!-- EdwardsBot 0563 --> == Question about blocked user == Hello, sorry to bother you about this. [[user:Abd|Abd]] asked about a banned user [[user talk:markoril|markoril]], who was blocked about two years ago. I don't know why this still matters. Can you clarify what happened then, with that blocked user? You can see the inquiry on my [[user talk:sidelight12#Thanks for the unprotection of Talk:Wikipedia|talkpage]]. Thanks. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 21:34, 4 October 2013 (UTC) :[https://toolserver.org/~luxo/contributions/contributions.php?user=Markoril&blocks=true]. The guy was a long term sock puppet associated with the site that he spammed, and he did it under multiple names across the wikimedia sites. Clear vandal, and something that Abd has encouraged in the past. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 22:14, 4 October 2013 (UTC) ::Alright then. Thanks. I actually saw that page. So there's clear evidence that, that user used other names? Ok then, I'll take your word for it. The Wikipedia custodian also made that statement in the block explanation. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 22:30, 4 October 2013 (UTC) == Welcome back! == Good to see you back Ottava, you want to do a little work around here? --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:16, 22 December 2013 (UTC) :Which topic? And I never really left. I always watch the recent contribs. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:17, 22 December 2013 (UTC) ::Ottava, you may do any topic you desire to. --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:23, 22 December 2013 (UTC) :::Oh, I know that. I just thought you might have had one in particular you needed help with. After the desysopping, I stopped producing content and limited my role. Too many games were played and I have a real life to focus on. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:29, 22 December 2013 (UTC) ::I figured you were watching this site without necessarily logging in. Greetings. - [[User:Sidelight12|Sidelight12]] ^{[[User talk:Sidelight12|Talk]]} 20:24, 22 December 2013 (UTC) :::Hola. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:29, 22 December 2013 (UTC) ::::Ottava, you said Abd's ideas are nonsense. Don't you find that insulting to Abd??? --[[User:Goldenburg111|Goldenburg111]] ([[User talk:Goldenburg111|talk]]|[[Special:Contributions/Goldenburg111|contribs]]) 20:31, 22 December 2013 (UTC) :::::He was banned from Wikipedia for promoting what was revealed to be absolutely false claims about cold fusion. Dealing with Abd's obsession with fringe topics, with people who appropriately prohibited him based on his actions, and from the trouble he caused here is what I feel justifies my comments. One of the reasons why I don't care to bother too much with producing content like I did is his activity. My material is part of my academic research, is mainstream, and connected to my reputation. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 20:35, 22 December 2013 (UTC) == Enydmion Society == Please use a real account rather than anonymous IP, and tag all of whatever you want deleted. Day-by-day requests are just hiding the scope of your intent and giving the impression that we should reinitiate RFD discussion Archive 9. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:30, 27 July 2019 (UTC) :The Endymion Society page was originally created as part of a step by step process on how to build a book with the pages. The book was already built and so the original instruction classroom page became redundant. I've been going slowly through them to make sure everything was copied over and included. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 00:37, 27 July 2019 (UTC) :All of the files here [https://en.wikiversity.org/wiki/Category:Enydmion_Society] and the general page [https://en.wikiversity.org/wiki/Lectures/Literary_criticism/Percy_Bysshe_Shelley/1820_collection#Prometheus_Unbound] can be deleted due to no longer being active and no longer pertinent. There is only one author, and the fragmentary nature of it makes it uneducational now that the project is long done. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 00:46, 27 July 2019 (UTC) :As a side note - [https://en.wikiversity.org/w/index.php?title=Enydmion_Society%2FPrometheus_Unbound_with_Other_Poems%2FAn_Exhortation&type=revision&diff=1568717&oldid=667007] this level of vandalism is partly why leaving up the unneeded material is a problem. No one is monitoring it. [[User:Ottava Rima|Ottava Rima]] ([[User talk:Ottava Rima|talk]]) 01:06, 27 July 2019 (UTC) c5jgqmslt79a5g53fsw9tnyd7fwiu3k 0 139384 2829088 2828361 2026-08-28T13:57:06Z Young1lim 21186 /* Adder */ 2829088 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260828.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20260828.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 5jh6k611v1mh4bz7xthxqzvxfjbi08g 10 148360 2829221 2826558 2026-08-28T23:16:17Z Jtneill 10242 2829221 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br> {{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> q151dc6iwmzauojuu7suin34gjqnvfw 0 171005 2829097 2828388 2026-08-28T14:10:08Z Young1lim 21186 /* Geometric Series Examples */ 2829097 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20251225.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20260828.pdf|C.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|D.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] me2d7rl473ah5iwwuas5x6xyjhlgzui 0 171301 2829225 2828889 2026-08-28T23:35:28Z James500 297601 /* Cinema */ Add 2829225 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds).Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] pf0xll4s25mt51zxdyatsil9wf0mhho 2829226 2829225 2026-08-28T23:36:31Z James500 297601 /* Cinema */ Add 2829226 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 7vrziqcrtdvqi9033eztg1i90v0qgph 2829227 2829226 2026-08-28T23:37:38Z James500 297601 /* Cinema */ Add 2829227 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] qe4djic41xhtspv38jjao3d90pd8o46 2829229 2829227 2026-08-28T23:38:55Z James500 297601 /* Cinema */ Add 2829229 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] loy5byud4k0ysx80jldj33zgyvux9kq 2829231 2829229 2026-08-28T23:39:18Z James500 297601 /* Cinema */ Add 2829231 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] qurz6z1e6b896gcj44unwk2exojtii2 2829233 2829231 2026-08-28T23:40:31Z James500 297601 /* Cinema */ Add 2829233 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] lsfgzd4eilu7qrrdtxm1qq8m5uhkmpi 2829235 2829233 2026-08-28T23:41:33Z James500 297601 /* Cinema */ Add 2829235 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 9wxsssbls060pibwcaajrv094viszoc 2829236 2829235 2026-08-28T23:42:25Z James500 297601 /* Cinema */ Add 2829236 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] huicg4g59gw0iw6125zldofukqiiypw 2829237 2829236 2026-08-28T23:43:18Z James500 297601 /* Cinema */ Add 2829237 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 5ixpf28kjdvaw679wac9dyjf9j3o6ws 2829238 2829237 2026-08-28T23:44:38Z James500 297601 /* Cinema */ Add 2829238 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 9dlsbjt6yh9whxu0ft04uul3euximrz 2829239 2829238 2026-08-28T23:45:45Z James500 297601 /* Cinema */ Add 2829239 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] atqm6g4b9dql3c4hgtnehasrpibnk5q 2829241 2829239 2026-08-28T23:46:48Z James500 297601 /* Cinema */ Add 2829241 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] i81oo0qwnmjzzoq3ezkdne2is5vw3cd 2829242 2829241 2026-08-28T23:47:30Z James500 297601 /* Cinema */ Add 2829242 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 4hxibgmezk2va3fb92u2pzxpajfkibv 2829243 2829242 2026-08-28T23:49:09Z James500 297601 /* Cinema */ Add 2829243 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] nxrt401jhx3a7fr891jbe95b066doaj 2829244 2829243 2026-08-28T23:50:18Z James500 297601 /* Cinema */ Add 2829244 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] aekajveg5f880poj3e9vo0e8qfbppoa 2829245 2829244 2026-08-28T23:50:57Z James500 297601 /* Cinema */ Add 2829245 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] q9gzt5k74iskj26f2p7bccejrk3i6q4 2829246 2829245 2026-08-28T23:51:41Z James500 297601 /* Cinema */ Add 2829246 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] q1qbc1xoi5o5ylfpwrmk8vuk0s9lcri 2829247 2829246 2026-08-28T23:52:26Z James500 297601 /* Cinema */ Add 2829247 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 8r8ivcqu79dk7z5n904thk1pf09h10u 2829248 2829247 2026-08-28T23:52:51Z James500 297601 /* Cinema */ Add 2829248 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] tfcqofscl37w3zb31tfv0ad35f18f44 2829249 2829248 2026-08-29T00:01:53Z James500 297601 /* Cinema */ Add 2829249 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] ===Japanese=== *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] krolb1opitgla4t056qpz92nrafn34n 2829250 2829249 2026-08-29T00:04:58Z James500 297601 /* Cinema */ Add 2829250 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] ===Japanese=== *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] hqfe86gwy985doxxthuayh3qhm3nbou 2829251 2829250 2026-08-29T00:07:07Z James500 297601 /* Japanese */ Add 2829251 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] ===Japanese=== *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 8wnn4e1qt82444k6z224gv257a74tjf 2829264 2829251 2026-08-29T00:54:23Z James500 297601 /* Cinema */ Add 2829264 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] ===Japanese=== *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] ltb1l6hjhd71dz3u5ffow0a2ucv3tra 2829265 2829264 2026-08-29T00:55:26Z James500 297601 /* Cinema */ Add 2829265 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. **Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 1irhs2yl08kotml4f9fgjs2lwxi41n7 2829267 2829265 2026-08-29T00:57:18Z James500 297601 /* Cinema */ Add 2829267 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] lcph25144e8mpecgtrjl2jr4wk5d4c8 2829276 2829267 2026-08-29T02:15:03Z James500 297601 /* Cinema */ Add 2829276 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] kgk6gj6egnh8ljsarksdja7oikl4mps 2829279 2829276 2026-08-29T02:20:31Z James500 297601 /* Cinema */ Add 2829279 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] m94strwqiybt0rseehy29dlemjsh2z8 2829280 2829279 2026-08-29T02:24:02Z James500 297601 /* Cinema */ Add 2829280 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 633ncnsstax2mk9bgn3vujg1n0zb5ke 2829282 2829280 2026-08-29T02:31:45Z James500 297601 /* Japanese */ Add 2829282 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 8qz7yt3azb13i4v7b62m8c3xu2tf73p 2829283 2829282 2026-08-29T02:32:17Z James500 297601 /* Japanese */ Add 2829283 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] qccoh9m6kffaatgpiqq7ty2z5zycrjv 2829285 2829283 2026-08-29T02:36:56Z James500 297601 /* Cinema */ Add 2829285 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] mmn4sf59uq8845oqmi6wrucf7ht4328 2829290 2829285 2026-08-29T02:53:22Z James500 297601 /* Japanese */ Add 2829290 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] dbofx6ykwh36bextokbrn41be74vejp 2829295 2829290 2026-08-29T03:07:15Z James500 297601 /* Japanese */ Add 2829295 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 7qwbhekwqmaj97jbc6kaar8gw9rllp5 2829297 2829295 2026-08-29T03:10:55Z James500 297601 /* Japanese */ Add 2829297 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 5whl4b6o8prf5gms4nzgjiygis0dr1c 2829298 2829297 2026-08-29T03:14:04Z James500 297601 /* Cinema */ Add 2829298 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japan and Korea *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] gth8uxrxyhcw27zgu3grzpxe63jenk0 2829299 2829298 2026-08-29T03:14:40Z James500 297601 /* Cinema */ Add 2829299 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 22fxtatt9y48ebovjpj0rgv8pt41lsq 2829303 2829299 2026-08-29T03:20:22Z James500 297601 /* Cinema */ Add 2829303 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] q60cuxy1dq6k0kce6agdlv1ou1bx1o7 2829307 2829303 2026-08-29T03:34:42Z James500 297601 /* Cinema */ Add 2829307 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 0tchon93zih1fo4veymnjg1b9iexyiu 2829398 2829307 2026-08-29T09:32:38Z James500 297601 /* Cinema */ Add 2829398 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] aai1994nkumhyodijvoilyo9jbhdeia 2829399 2829398 2026-08-29T09:33:44Z James500 297601 /* Japanese */ Add 2829399 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] nh2jtwxxbdvev3gpxv7h5jjyy8wuwfv 2829400 2829399 2026-08-29T09:34:18Z James500 297601 /* Japanese */ Add 2829400 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] ik3sp90m9ti1c3pqptcw90dscclxdru 2829401 2829400 2026-08-29T09:35:00Z James500 297601 /* Japanese */ Add 2829401 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 4wrdfcxk2ehpj375td0roz11l584dxn 2829402 2829401 2026-08-29T10:10:20Z James500 297601 /* Cinema */ Add 2829402 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 7itgiowp3k5d516m52xm6dyej9os1m0 2829403 2829402 2026-08-29T10:10:52Z James500 297601 /* Cinema */ Add 2829403 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 0boyzbe3foe22aeqpjem0ridpksx5zy 2829404 2829403 2026-08-29T10:34:35Z James500 297601 /* Cinema */ Add 2829404 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Rob Stone, Paul Cooke, Stephanie Dennison and Alex Marlow-Mann (eds). The Routledge Companion to World Cinema. [https://books.google.co.uk/books?id=DnE3DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 9gv87wqla2pzgqb6pmzdaecaa4e0af4 2829405 2829404 2026-08-29T10:35:07Z James500 297601 /* Cinema */ Add 2829405 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Television== *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Japan *"Today's Choice" in "TV/Radio". The Japan Times. Music *Tele-Tunes Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. ==Cinema== Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Rob Stone, Paul Cooke, Stephanie Dennison and Alex Marlow-Mann (eds). The Routledge Companion to World Cinema. [https://books.google.co.uk/books?id=DnE3DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] *Shekhar Deshpande and Meta Mazaj. World Cinema: A Critical Introduction. 2018. [https://books.google.co.uk/books?id=qFFHDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *John Hill and Pamela Church Gibson. World Cinema: Critical Approaches. 2000. [https://books.google.co.uk/books?id=SUKcAQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Lúcia Nagib, Chris Perriam and Rajinder Dudrah (eds). Theorizing World Cinema. 2012. [https://books.google.co.uk/books?id=cgNQEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ===Japanese=== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] Periodicals *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Culture== *Eagleton. Culture. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Highmore. Culture. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jenks. Culture. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] *Crane. The Production of Culture. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 2wt2n9mjw4gc63fzxjil5yjzohi1noh 0 172071 2829165 1807993 2026-08-28T18:00:05Z Лама из Майнкрафта 3110173 /* Overview */ ГЕИ;) 2829165 wikitext text/x-wiki == Overview == '''John Oliver Ranson''' was a graduate of the University of North Carolina at Chapel Hill and a first lieutenant of the 371st infantry in World War I. [[File:Porno image of males having anal sex.jpg|thumb|Portrait of John Oliver Ranson in the University of Carolina at Chapel Hill's yearbook, The Yackety Yak]] == Biography == === Youth === John Oliver Ranson was born on November 29, 1893 in [[Wikipedia:Huntersville, North Carolina|Huntersville]], [[Wikipedia:North Carolina|North Carolina]]. He was one of ten children born to Mr. and Mrs. William Joseph Ranson. From 1913 to 1917, he attended the [[Wikipedia:University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill]] where he was a member of the [[Wikipedia:YMCA|YMCA]], secretary and treasurer of the [[Wikipedia:Mecklenburg County, North Carolina|Mecklenburg County]] Club, a social club, and he was on several athletic teams such as the football and track teams. Chapel Hill’s yearbook, ''The Yakkety Yak'', described him as “a good athlete, a jolly good fellow, and one who is universally popular...ninety-nine percent spunk and the other percent determination”.<ref name="Yackety Yak of 1917">"Yackety Yack [serial] : University of North Carolina at Chapel Hill : Free Download & Streaming : Internet Archive." Internet Archive. Chapel Hill, Publications Board of the University of North Carolina at Chapel Hill, n.d. Web. 24 Mar. 2015.</ref> === Preparing for War === Before his graduation date, Ranson left for first officer’s training camp along with several other fourth-year students. He attended officers training camp at [[Wikipedia:Fort Oglethorpe, Georgia|Fort Oglethorpe, Georgia]] and was assigned as a white lieutenant to the [[Wikipedia:371st Infantry Regiment %28United States%29|371st U.S. infantry]], a black infantry. At some point around the beginning of 1918, he returned home momentarily to marry Eugenia Withers on January 7, at the home of her parents, Mr. and Mrs. J. S. Withers.<ref name="The Charlotte News">"LT. J. O. Ranson Dead in France." The Charlotte News 21 Oct. 1918: 11. Print.</ref> === In the War === [[File:1918 Newspaper clip.jpg|thumb|1918 newspaper clip announcing Ranson's death]] On April 5th, 1918, Ranson went overseas and served several months fighting on the [[Wikipedia:Western Front %28World War I%29|Western Front]]. Ranson’s comrads described him as “always helpful to his men and the officers with whom he was associated” and they said that he “was loved and admired throughout the regiment for his fighting qualities”.<ref name="Letter to Eugenia Withers upon Ranson's death">Thompson, B. S. Letter to Eugenia Withers. 10 Oct. 1918. MS. France</ref> On September 27, 1918, during an attempt to take back a German occupied, unidentified town near Ardeuil, France, Lieutenant Ranson was shot in the head and killed. He was 25.<ref name="The Charlotte News" /> Ranson, along with his entire regiment, received the [[Wikipedia:Distinguished Service Cross %28United States%29|Distinguished Service Cross]] “for extraordinary heroism in action near Ardeuil, France, September 29, 1918”.<ref name="Armistice Day 1921 Program">"Armistice Day." Documenting the American South. State Superintendent of Public Instruction, 11 Nov. 1921. Web. 15 Mar. 2015.</ref> The Distinguished Service Cross was introduced during World War I and was the second highest military award one could receive for extreme bravery in a life-risking situation.<ref name="Distinguished Service Cross">"Distinguished Service Cross".Wikipedia. Wikimedia Foundation, n.d. Web. 24 Mar. 2015.</ref> == Social Issues == === Soldiers in North Carolina === In 1917, the situation in Europe was bleak and the [[Wikipedia:Allies|Allies]] hoped that the [[Wikipedia:Doughboy|Doughboys]] would offer a shift of power in the Allies’ favor. In order to gain so much manpower, President [[Wikipedia:Woodrow Wilson|Woodrow Wilson]] called for the registration of all men in between the ages of 21 and 31 in the draft. In North Carolina, the draft called 40,740 white men and 20,082 African American men into the war. Most white North Carolinians belonged to the [[Wikipedia:30th Infantry Division %28United States%29|30th Division]] or the [[Wikipedia:81st Infantry Division %28United States%29|81st Division]], but Ranson was a part of the predominantly African American [[Wikipedia:93rd Infantry Division %28United States%29|93rd Division]]. Besides those who had been drafted, many other North Carolinians volunteered. North Carolina sent a mixture of drafted and volunteering young men overseas to fight for the United States, totaling 86,457 men.<ref name="North Carolina World War I Archives">"World War I." World War I. State Archives of North Carolina, n.d. Web. 24 Mar. 2015.</ref> === African Americans in the War === [[File:Black soldiers wwi.jpg|thumb|Soldiers from the 92nd and 93rd division in World War I]] African Americans quickly signed up to fight for the United States, upon its entry into the war. Within a week of Wilson’s declaration of war, [[Wikipedia:United States Department of War|The United States Department of War]] began to refuse African American volunteers because their quotas for African Americans were filled. African Americans were segregated from other infantries because of racial discrimination and tension between the two races. Although allowed to participate in the war, most African Americans never saw the line of battle. Instead, they were required to serve the war in a secondary fashion providing resources for the war. Others were turned away after the United States had filled their quota. Despite this discrimination, many people pressed against these ideas and argued that African Americans should be allowed more leadership opportunities in the war effort. The United States Department of War also felt that soldiers would more often follow orders from commanding officers of same color. The government responded to these concerns by allowing select African Americans to lead infantries.<ref name="Fighting For Respect: African Americans in WWI>" Bryan, Jamie. "Fighting for Respect: African-American Soldiers in WWI". Web. 22 Mar. 2015. </ref> ==== The 371st Infantry ==== Although white himself, Ranson was a lieutenant for the 371st Infantry, one of the four infantries of the 93rd Division which were all primarily African American. Because it was rare for African Americans to be allowed to act in roles of authority in the army, commanding officers of African American units were usually white. The 371st infantry, once arriving in France was put under French control and fought with French men on the front. Under French command, the regiment excelled. French commanders did not focus as much on race as United State commanders did and allowed the soldiers coveted combat positions. Because of this, members of the 371st infantry were among the few African Americans to be able to participate in the war by fighting on the front.<ref name="The American Negro in the World War">Scott, E. J. "The American Negro in the World War. Chapter XVI." E.J. Scott. The American Negro in the World War. Chapter XVI. Brigham Young University, n.d. Web. 24 Mar. 2015. </ref> == Footnotes == [[Category:World War I -- Life Histories|Ranson, John Oliver]] a66npw0idnq2lyy7aduhfggksmj2lfv 2829166 2829165 2026-08-28T18:07:52Z JavaHurricane 2886106 Reverted edit by [[Special:Contributions/Лама из Майнкрафта|Лама из Майнкрафта]] ([[User_talk:Лама из Майнкрафта|talk]]) to last version by [[User:Mu301Bot|Mu301Bot]] using [[Wikiversity:Rollback|rollback]] 1807993 wikitext text/x-wiki == Overview == '''John Oliver Ranson''' was a graduate of the University of North Carolina at Chapel Hill and a first lieutenant of the 371st infantry in World War I. [[File:John Oliver Ranson.jpg|thumb|Portrait of John Oliver Ranson in the University of Carolina at Chapel Hill's yearbook, The Yackety Yak]] == Biography == === Youth === John Oliver Ranson was born on November 29, 1893 in [[Wikipedia:Huntersville, North Carolina|Huntersville]], [[Wikipedia:North Carolina|North Carolina]]. He was one of ten children born to Mr. and Mrs. William Joseph Ranson. From 1913 to 1917, he attended the [[Wikipedia:University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill]] where he was a member of the [[Wikipedia:YMCA|YMCA]], secretary and treasurer of the [[Wikipedia:Mecklenburg County, North Carolina|Mecklenburg County]] Club, a social club, and he was on several athletic teams such as the football and track teams. Chapel Hill’s yearbook, ''The Yakkety Yak'', described him as “a good athlete, a jolly good fellow, and one who is universally popular...ninety-nine percent spunk and the other percent determination”.<ref name="Yackety Yak of 1917">"Yackety Yack [serial] : University of North Carolina at Chapel Hill : Free Download & Streaming : Internet Archive." Internet Archive. Chapel Hill, Publications Board of the University of North Carolina at Chapel Hill, n.d. Web. 24 Mar. 2015.</ref> === Preparing for War === Before his graduation date, Ranson left for first officer’s training camp along with several other fourth-year students. He attended officers training camp at [[Wikipedia:Fort Oglethorpe, Georgia|Fort Oglethorpe, Georgia]] and was assigned as a white lieutenant to the [[Wikipedia:371st Infantry Regiment %28United States%29|371st U.S. infantry]], a black infantry. At some point around the beginning of 1918, he returned home momentarily to marry Eugenia Withers on January 7, at the home of her parents, Mr. and Mrs. J. S. Withers.<ref name="The Charlotte News">"LT. J. O. Ranson Dead in France." The Charlotte News 21 Oct. 1918: 11. Print.</ref> === In the War === [[File:1918 Newspaper clip.jpg|thumb|1918 newspaper clip announcing Ranson's death]] On April 5th, 1918, Ranson went overseas and served several months fighting on the [[Wikipedia:Western Front %28World War I%29|Western Front]]. Ranson’s comrads described him as “always helpful to his men and the officers with whom he was associated” and they said that he “was loved and admired throughout the regiment for his fighting qualities”.<ref name="Letter to Eugenia Withers upon Ranson's death">Thompson, B. S. Letter to Eugenia Withers. 10 Oct. 1918. MS. France</ref> On September 27, 1918, during an attempt to take back a German occupied, unidentified town near Ardeuil, France, Lieutenant Ranson was shot in the head and killed. He was 25.<ref name="The Charlotte News" /> Ranson, along with his entire regiment, received the [[Wikipedia:Distinguished Service Cross %28United States%29|Distinguished Service Cross]] “for extraordinary heroism in action near Ardeuil, France, September 29, 1918”.<ref name="Armistice Day 1921 Program">"Armistice Day." Documenting the American South. State Superintendent of Public Instruction, 11 Nov. 1921. Web. 15 Mar. 2015.</ref> The Distinguished Service Cross was introduced during World War I and was the second highest military award one could receive for extreme bravery in a life-risking situation.<ref name="Distinguished Service Cross">"Distinguished Service Cross".Wikipedia. Wikimedia Foundation, n.d. Web. 24 Mar. 2015.</ref> == Social Issues == === Soldiers in North Carolina === In 1917, the situation in Europe was bleak and the [[Wikipedia:Allies|Allies]] hoped that the [[Wikipedia:Doughboy|Doughboys]] would offer a shift of power in the Allies’ favor. In order to gain so much manpower, President [[Wikipedia:Woodrow Wilson|Woodrow Wilson]] called for the registration of all men in between the ages of 21 and 31 in the draft. In North Carolina, the draft called 40,740 white men and 20,082 African American men into the war. Most white North Carolinians belonged to the [[Wikipedia:30th Infantry Division %28United States%29|30th Division]] or the [[Wikipedia:81st Infantry Division %28United States%29|81st Division]], but Ranson was a part of the predominantly African American [[Wikipedia:93rd Infantry Division %28United States%29|93rd Division]]. Besides those who had been drafted, many other North Carolinians volunteered. North Carolina sent a mixture of drafted and volunteering young men overseas to fight for the United States, totaling 86,457 men.<ref name="North Carolina World War I Archives">"World War I." World War I. State Archives of North Carolina, n.d. Web. 24 Mar. 2015.</ref> === African Americans in the War === [[File:Black soldiers wwi.jpg|thumb|Soldiers from the 92nd and 93rd division in World War I]] African Americans quickly signed up to fight for the United States, upon its entry into the war. Within a week of Wilson’s declaration of war, [[Wikipedia:United States Department of War|The United States Department of War]] began to refuse African American volunteers because their quotas for African Americans were filled. African Americans were segregated from other infantries because of racial discrimination and tension between the two races. Although allowed to participate in the war, most African Americans never saw the line of battle. Instead, they were required to serve the war in a secondary fashion providing resources for the war. Others were turned away after the United States had filled their quota. Despite this discrimination, many people pressed against these ideas and argued that African Americans should be allowed more leadership opportunities in the war effort. The United States Department of War also felt that soldiers would more often follow orders from commanding officers of same color. The government responded to these concerns by allowing select African Americans to lead infantries.<ref name="Fighting For Respect: African Americans in WWI>" Bryan, Jamie. "Fighting for Respect: African-American Soldiers in WWI". Web. 22 Mar. 2015. </ref> ==== The 371st Infantry ==== Although white himself, Ranson was a lieutenant for the 371st Infantry, one of the four infantries of the 93rd Division which were all primarily African American. Because it was rare for African Americans to be allowed to act in roles of authority in the army, commanding officers of African American units were usually white. The 371st infantry, once arriving in France was put under French control and fought with French men on the front. Under French command, the regiment excelled. French commanders did not focus as much on race as United State commanders did and allowed the soldiers coveted combat positions. Because of this, members of the 371st infantry were among the few African Americans to be able to participate in the war by fighting on the front.<ref name="The American Negro in the World War">Scott, E. J. "The American Negro in the World War. Chapter XVI." E.J. Scott. The American Negro in the World War. Chapter XVI. Brigham Young University, n.d. Web. 24 Mar. 2015. </ref> == Footnotes == [[Category:World War I -- Life Histories|Ranson, John Oliver]] 5z6iq42wvq6qx4vg86vtpy9gq8iewu6 0 215768 2829132 2606876 2026-08-28T15:05:43Z Lbeaumont 278565 /* Assignment */ Improved links 2829132 wikitext text/x-wiki —Essential protections for every person ==Introduction== [[File:Cyrus Cylinder front.jpg|thumbnail|right| The [[w:Cyrus Cylinder|Cyrus Cylinder]], created by king [[w:Cyrus the Great|Cyrus the Great]], is sometimes argued to be the world's first charter of human rights.]] {{TOC right |limit=2}} All human beings are born with equal and inalienable rights and fundamental freedoms. These are your rights.<ref>See for example, the Wikiversity course on [[Dignity]]</ref> How well are these essential rights being protected around the world? What can be done to advance human rights worldwide? The [[w:Universal_Declaration_of_Human_Rights|Universal Declaration of Human Rights]] is a milestone document in the history of [[w:Human_rights|human rights]]. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected. ==Objectives:== The objectives of this course are to: *Better understand the Universal Declaration of Human Rights, *Begin to assess human rights as they are protected and practiced in specific countries, *Increase your skills in researching human rights and evaluating sources of human rights information, *Increase the visibly of human rights, worldwide, *Identify opportunities for improving human rights protections, *Advance protection of human rights, worldwide. {{100%done}}{{By|lbeaumont}} There are no prerequisites to this course; however students may benefit from studying the Wikiversity course on [[Dignity]]. The course contains many [[w:Hyperlink|hyperlinks]] to further information. Use your judgment and these [[What Matters/link following guidelines|link following guidelines]] to decide when to follow a link, and when to skip over it. This course is part of the [[Wisdom/Curriculum|Applied Wisdom curriculum]]. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Assessing_Human_Rights|discussion page]]. Human rights are essential for every person; let’s work to advance them worldwide. ==The Universal Declaration of Human Rights== The [[w:Universal_Declaration_of_Human_Rights|Universal Declaration of Human Rights]] (UDHR) is a declaration adopted by the United Nations General Assembly on 10 December 1948 at the Palais de Chaillot, Paris. The Declaration arose directly from the experience of the Second World War and represents the first global expression of what many people believe to be the rights to which all human beings are inherently entitled. The full text is published by the United Nations on its website.<ref>"[http://www.un.org/en/universal-declaration-human-rights/ The Universal Declaration of Human Rights]". </ref> The Declaration consists of thirty articles which have been elaborated in subsequent international treaties, economic transfers, regional human rights instruments, national constitutions, and other laws. The Preamble begins: <blockquote> “Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, … The General Assembly proclaims this Universal Declaration Of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.” </blockquote> Completing this course is one of the ''progressive measures'' mentioned above. ===Assignment=== #Obtain a copy of the [[w:Universal Declaration of Human Rights|Universal Declaration of Human Rights]] text. #Read and study the Universal Declaration of Human Rights. #Read and study this [[/Questionnaire/]] format of the Universal Declaration of Human Rights. ==Assessing Human Rights== Perhaps by assessing progress toward protecting human rights, and making objective assessments of human rights conditions visible, we can encourage leaders and activists in countries around the world to work toward advancing human rights. ===Assignment=== #Watch the video [https://www.youtube.com/watch?v=0N5qj5Ck7wk Advancing Human Rights, Worldwide]. #Read the essay [[/Beyond Olympic Gold/]]. Imagine the possibilities for advancing human rights, worldwide. #Choose one of the rights, described in one of the 30 articles of the UDHR, to study for this assignment. You may choose the particular right for any reason, such as your belief in the importance of that right, your experience with that right, or opportunities to better protect that right. Please reflect on the question: why did you choose to focus on that particular right? #Choose one country to study for this assignment. #If you are unfamiliar with writing research papers, consider: #*completing the [[Writing_discipline_specific_research_papers|Wikiversity course Writing discipline specific research papers]] #*completing other relevant [[:Category:Writing|Wikiversity writing courses]] #*using the resources provided by the [[Portal:Writing_Center|Wikiversity Writing Center]] #*using resources on Writing a Research Paper<ref>[https://owl.english.purdue.edu/owl/resource/658/01/ Writing a Research Paper]</ref> provided by the Purdue Online Writing Lab<ref>[https://owl.english.purdue.edu/owl Purdue Online Writing]</ref> or #*using other writing services that may be available to you<ref>For example, Monmouth University provides writing services to their students. See: http://www.monmouth.edu/university/writing-services.aspx Many other universities provide similar resources.</ref>. # Browse the available [[/status reports/]] and use these as a guide to writing your own status report. #Research the status of the Human Right you chose to study in the country you chose to study. #*Draw on a wide variety of resources to accurately determine the status of that human right in that country. Consider the resources listed below, and also draw on other resources to get a complete and accurate assessment. #*Compare what you are learning about that right in that country to the definition of the right provided by the UDHR. #*Write a detailed report describing the status of the chosen right in the chosen country. Take care to accurately represent the best, the worst, and the typical examples of protecting and exercising the right. Seek out systematic, reliable, and representative [[Evaluating Evidence|evidence]]. Cite [[w:Wikipedia:Identifying_reliable_sources|reliable sources]] to support each claim made in the report. #Use the [[/scoring guidelines/]] to assign a score from 0 through 10 to the status of the chosen right in the chosen country. Discuss the basis used to obtain the assigned score. #In a separate section of the report: #*Identify what is done well to support the chosen right in the chosen country. Identify policies, cultural norms, customs, traditions, institutions and other structures that help to support the chosen right in the chosen country. #*Suggest actions that can be taken to improve the protection and preservation of that right in that country. #Share the status report you wrote. #*If you are willing to release the status report you wrote into the public domain, then please publish it as a Wikiversity page, in the directory under the [[Assessing Human Rights/status reports|status reports links page]]. Follow the example of the existing report titled: [[Assessing Human Rights/status reports/Article 18 and the United States—Status Report|Article 18 and the United States—Status Report]]. Your status report will then become part of this course. #*If you are not willing to release the status report into the public domain, then please find some enduring on-line repository for the report. #*Edit the [[Assessing_Human_Rights/status_reports|status reports link page]] and add a link to the status report you wrote. #*Edit the [[Assessing Human Rights/assessment grid|assessment grid]]; find the cell corresponding to the Article number and country your status report pertains to. Insert the numerical score assigned by your report into the corresponding cell of the [[Assessing Human Rights/assessment grid|assessment grid]]. Link that numeric score to the status report you wrote. Follow the example of the Article 18, United States cell of the [[Assessing Human Rights/assessment grid|assessment grid]]. ==Resources== Draw on a variety of [[w:Wikipedia:Identifying_reliable_sources|reliable sources]] to ensure your report is complete and accurate. Consider using these resources and others: *[[w:International_law|International laws]], resolutions, [[w:Treaty|treaties]], conventions, or other pertinent agreements protecting human rights, especially pertinent [[w:International_human_rights_instruments|International human rights instruments]]. ** The [[w:International_Covenant_on_Economic,_Social_and_Cultural_Rights|International Covenant on Economic, Social and Cultural Rights]]. *The [[w:Constitution|constitution]] governing the country being studied, *Official policy statements, legislation, regional and local laws, *State-sponsored websites of the country being studied, *State-sponsored policy statements, reports, speeches, press releases, and assessments, *The U.S. Department of State, [https://www.state.gov/j/drl/rls/hrrpt/ Human Rights Reports]. ** And the official [https://www.humanrights.gov/ United States Government website for human rights] related information. *Advocacy groups, dissenters, activists, and protest groups promoting change pertaining to the country being studied, *Wikipedia articles pertaining to the country being studied, *United Nations Reports pertaining to the country being studied, *Reports from the [[w:United_Nations_Human_Rights_Council|United Nations Human Rights Council]], *[[w:The_World_Factbook|The World Factbook]] **And the [[w:The_World_Factbook#Sources|sources it is based on]]. *The Institutional Profiles Database<ref>[http://www.cepii.fr/institutions/EN/ipd.asp Institutional Profiles Database], Cepii</ref> and other publications of CEPII,<ref>http://www.cepii.fr/CEPII/en/cepii/cepii.asp</ref> *Findings from [[w:Human_Rights_Watch|Human Rights Watch]], *Findings from [[w:Amnesty_International|Amnesty International]], *Findings from [[w:Freedom_House|Freedom House]], *Findings from the Freedom of Thought Report,<ref>[http://freethoughtreport.com/ The Freedom of Thought Report]</ref> *Rankings of the [[w:Global_Peace_Index|Global Peace Index]], *Scores on the [[w:Political_terror_scale|Political Terror Scale]], *Findings of the Human Freedom Index<ref>[http://www.cato.org/human-freedom-index Human Freedom Index], CATO Institute </ref>, *Ratings of the [[w:Democracy_Index|Democracy Index]], *Ratings of other [[w:List_of_freedom_indices|freedom indices]], *[[w:World_Health_Report|World health reports]], *Findings of the [[w:United_States_Commission_on_International_Religious_Freedom|United States Commission on International Religious Freedom]], including their annual report,<ref>[http://www.uscirf.gov/sites/default/files/USCIRF%202016%20Annual%20Report.pdf United States Commission on International Religious Freedom]</ref> *Progress reports on the [[w:Sustainable_Development_Goals|Sustainable Development Goals]], *News reports, especially those researched in-country, *Correspondence with citizens and officials within the country being studied, *[[Assessing Human Rights/Questionnaire|Questionnaire]] responses from a well-selected sample of people within the country being studied, *Visits with, and interviews of, people within the country being studied. ==Further Reading== Students who are interested in learning more about human rights may wish to read these books: * {{cite book |last=Clack |first=George |title=Human Rights in Brief |URL=https://open.bccampus.ca/find-open-textbooks/?uuid=61427ee3-2de8-4978-917d-8c6c76f12b8c&contributor=&keyword=&subject=Political%20Science |publisher=BCcampus OpenEd |pages=21 }} * {{cite book |last=Sharp |first=Gene |author-link=w:Gene_Sharp |date=September 4, 2012 |title=From Dictatorship to Democracy: A Conceptual Framework for Liberation |publisher=The New Press |pages=160 |isbn=978-1595588500}} ==References== <references/> {{Moral Reasoning}} {{CourseCat}} [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Peace studies]] [[Category:Humanities courses]] [[Category:Human rights]] 9axtzeyfx3ki3q1jlf7oaz8mejs747q 0 239378 2829342 1919610 2026-08-29T05:49:10Z Tgru001 330248 /* Gap junctions */ the hexamers are embedded in the cell membranes not cell walls. Cell walls are in plant cells, bacteria etc. 2829342 wikitext text/x-wiki {{Article info |journal = WikiJournal of Medicine |pub_format = Encyclopedic Review Article |last = Cortese |first = Marc |et_al = https://tools.wmflabs.org/xtools/wikihistory/wh.php?page_title=Intestinal epithelium |affiliations = |correspondence = [[w:Special:EmailUser/McortNGHH|by online form]] |submitted = |accepted = |rev_permalink = |w1 = Intestinal_epithelium |keywords = |doi = |pdf = https://en.wikiversity.org/w/index.php?title=Special:ElectronPdf&page=User%3AMcortNGHH%2Fsandbox&action=show-download-screen |license = {{CC-BY-SA work}} |abstract = The '''intestinal epithelium''' is the layer of cells that forms the [[w:Lumen (anatomy)|luminal]] surface (lining) of both the [[w:Small intestine|small]] and [[w:large intestine|large intestine]] (colon) of the [[w:Human gastrointestinal tract|gastrointestinal tract]]. Composed of [[w:Simple columnar epithelium|simple columnar epithelial cells]], it serves two main functions: absorbing useful substances into the body and restricting entry of harmful substances. As part of its protective role, the intestinal epithelium forms an important component of the [[w:Intestinal mucosal barrier|intestinal immune barrier]]. Certain diseases and conditions are caused by functional defects in the intestinal [[w:Epithelium|epithelium]]. On the other hand, various diseases and conditions can lead to its dysfunction which can, in turn, lead to further complications. }} == Structure == The intestinal [[w:epithelium|epithelium]] is part of the [[w:Gastrointestinal tract#mucosa|intestinal mucosa]] layer. The epithelium is composed of a single layer of cells that form a continuous sheet of tightly linked cells. The other two layers of the mucosa, the [[w:lamina propria|lamina propria]] and the [[w:muscularis mucosae|muscularis mucosae]], support and articulate the epithelial layer. To securely contain of the contents of the intestinal [[w:Lumen (anatomy)|lumen]], the cells of the epithelial layer are joined together by [[w:tight junction|tight junction]]s thus forming a contiguous and relatively impermeable membrane. [[File:Epithelial cell migration.tif|thumb|left|Proliferative stem cells residing at the base of the intestinal glands produce new epithelial cells which migrate upwards and out of the crypt. Eventually, they are shed into the intestinal lumen]] [[File:Sobo 1906 376.png|thumb|Sobo 1906 376]] [[File:Villi & microvilli of small intestine.svg|thumb|360x360px|Drawing showing the relationship between villi and microvilli of the small intestine. The luminal surface of the enterocytes have microvilli (1 micrometer long) while the cell layer itself is folded to form villi (0.5-1.6 millimeters long) and crypts. Both serve to increase the total absorption surface of the intestine.]] Epithelial cells are continuously renewed every 4–5 days through a process of cell division, maturation, and migration. Renewal relies on proliferative cells ([[w:stem cells|stem cells]]) that reside at the [[w:crypt (anatomy)|crypt]] (base) of the [[w:intestinal gland|ntestinal glanda]] (epithelial invaginations into the underlying connective tissue).<ref>{{cite journal| author=Clevers H| title=The intestinal crypt, a prototype stem cell compartment. | journal=Cell | year= 2013 | volume= 154 | issue= 2 | pages= 274–84 | pmid=23870119 | doi=10.1016/j.cell.2013.07.004 | pmc= | url= }}</ref> After being formed at the base, the new cells migrate upwards and out of the crypt, maturing along the way. Eventually, they undergo [[w:apoptosis|apoptosis]] and are shed off into the intestinal lumen.<ref>{{Cite journal|last=van der Flier|first=Laurens G.|last2=Clevers|first2=Hans|date=2009-01-01|title=Stem cells, self-renewal, and differentiation in the intestinal epithelium|journal=Annual Review of Physiology|volume=71|pages=241–260|doi=10.1146/annurev.physiol.010908.163145|issn=1545-1585|pmid=18808327}}</ref> In this way, the lining of the intestine is constantly renewed while the number of cells making up the epithelial layer remains constant.<ref name="Lodish">{{Cite book|url=https://www.ncbi.nlm.nih.gov/books/NBK54098/|title=Molecular Cell Biology|last=Lodish|first=Harvey|last2=Berk|first2=Arnold|last3=Zipursky|first3=S. Lawrence|last4=Matsudaira|first4=Paul|last5=Baltimore|first5=David|last6=Darnell|first6=James|date=2000-01-01|publisher=W. H. Freeman|isbn=0716731363|edition=4th|chapter=Intestinal Architecture and Development}}</ref> In the small intestine, the mucosal layer is specially adapted to provide a large surface area in order to maximize the absorption of nutrients. The expansion of the absorptive surface, 600 times beyond that of a simple cylindrical tube, is achieved by three anatomical features:<ref>{{Cite book|url=https://books.google.com/books?id=M6vviWpZ0LsC|title=Textbook Of Medical Physiology|last=Khurana|date=2005-01-01|publisher=Elsevier India|isbn=9788181478504|page=641|language=en}}</ref>(replace this with an accessible reference) * '''[[w:Circular folds|Circular folds]]''' are transverse folds that slow the passage of the luminal contents and serve to expand the total surface area threefold. * '''[[w:Intestinal villus|Villi]]''' and '''[[w:intestinal gland|intestinal gland]]s''' serve to increase the mucosal surface area tenfold. (Intestinal villus) * '''[[w:Microvillus|Microvilli]]''' covering the apical surface of the enterocytes increase the absorptive surface twentyfold. These numerous microscopic (100 nanometers in diameter) finger-like projections form an undulated [[w:brush border|brush border]]. The brush border on the apical surface of the epithelial cells is covered with [[w:glycocalyx|glycocalyx]], which is composed of [[w:oligosaccharide|oligosaccharide]]s attached to [[w:Glycoprotein|membrane glycoproteins]] and [[w:glycolipid|glycolipid]]s.<ref name="Lodish2">{{Cite journal|last=Lodish|first=Harvey|last2=Berk|first2=Arnold|last3=Zipursky|first3=S. Lawrence|last4=Matsudaira|first4=Paul|last5=Baltimore|first5=David|last6=Darnell|first6=James|date=2000-01-01|title=Transport across Epithelia|url=https://www.ncbi.nlm.nih.gov/books/NBK21502/|language=en}}</ref> [[File:Microvilli.jpg|360px|Transmission electron microscope image of a thin section cut through an epithelial cell. This image shows that the luminal surface (apical end) of the cell is packed with microvilli that make up the absorbing surface. Each microvillus is approximately 1 micrometers long and 0.1 micrometer in diameter.|thumb]] ===Cell types=== Six different cell types are produced by the stem cells that reside at the base of the crypts.<ref name="vanderFlier">{{cite journal|year=2009|title=Stem Cells, Self-Renewal, and Differentiation in the Intestinal Epithelium|url=http://www.annualreviews.org/doi/abs/10.1146/annurev.physiol.010908.163145|journal=Annual Review of Physiology|volume=71|issue=1|pages=241–260|doi=10.1146/annurev.physiol.010908.163145|pmid=18808327|author1=Laurens G. van der Flier|author2=Hans Clevers|deadurl=no|accessdate=14 February 2014}}</ref> Each type matures according to its specific [[w:Cellular differentiation|differentiation program]] as it migrates up and out of the crypt. Many of genes necessary for differentiation into the different epithelial cell types have been identified and characterized (see this [[w:List of intestinal epithelial differentiation genes|table]]). The cell types produced are: [[w:enterocyte|enterocyte]]s, [[w:Goblet cells|Goblet cells]], [[w:enteroendocrine cells|enteroendocrine cells]], [[w:Paneth cells|Paneth cells]], [[w:microfold cell|microfold cell]]s, cup cells and [[w:tuft cell|tuft cell]]s. Their functions are listed here:<ref>{{Cite book|url=https://books.google.com/books?id=GdmoBAAAQBAJ|title=Concepts and Models for Drug Permeability Studies: Cell and Tissue based In Vitro Culture Models|last=Sarmento|first=Bruno|date=2015-09-30|publisher=Woodhead Publishing|isbn=9780081001141|pages=57–58|language=en}}</ref> *'''Enterocytes''' are the most numerous and function primarily for nutrient absorption. Enterocyes express many [[w:Catabolism|catablolic]] enzymes on their exterior luminal surface to break down molecules to sizes appropriate for uptake into the cell. Examples of molecules taken up by enterocytes are: [[w:ion|ion]]s, water, [[w:simple sugars|simple sugars]], [[w:vitamin|vitamin]]<nowiki/>s, [[w:lipid|lipid]]s, [[w:peptide|peptide]]s and [[w:amino acid|amino acid]]s. *'''Goblet cells''' secrete the [[w:mucus|mucus]] layer that protects the epitheilium from the lumenal contents. *'''Enteroendocrine cells''' secrete various [[w:gastrointestinal hormone|gastrointestinal hormone]]s including [[w:secretin|secretin]], [[w:pancreozymin|pancreozymin]], [[w:enteroglucagon|enteroglucagon]] among others. *'''Paneth cells''' produce [[w:antimicrobial peptides|antimicrobial peptides]] such as human beta-[[w:Beta defensin|defensin]].<ref>{{Cite journal|last=van Es|first=Johan H.|last2=Clevers|first2=Hans|date=2014-06-16|title=Paneth cells|journal=Current Biology|volume=24|issue=12|pages=R547–548|doi=10.1016/j.cub.2014.04.049|issn=1879-0445|pmid=24937274}}</ref><ref name="pmid22241076">{{cite journal| author=Santaolalla R, Abreu MT| title=Innate immunity in the small intestine. | journal=Curr Opin Gastroenterol | year= 2012 | volume= 28 | issue= 2 | pages= 124–9 | pmid=22241076 | doi=10.1097/MOG.0b013e3283506559 | pmc=3502878 | url=}}</ref> *'''Microfold cells''' (commonly referred to as M cells) sample antigens from the lumen and deliver them to the [[w:Mucosa-associated lymphoid tissue|lymphoid tissue associated with the mucosa]] (MALT). In the small intestine, M cells are associated with [[w:Peyer's patch|Peyer’s patches]]. *'''Cup cells''' are a distinct cell type but with no known function. *'''[[w:Tuft cell|Tuft cell]]s''' play a part in the immune response.<ref>{{cite journal|last1=Gerbe|first1=F|last2=Legraverend|first2=C|last3=Jay|first3=P|title=The intestinal epithelium tuft cells: specification and function.|journal=Cellular and molecular life sciences : CMLS|date=September 2012|volume=69|issue=17|pages=2907–17|pmid=22527717|pmc=3417095|doi=10.1007/s00018-012-0984-7}}</ref> Throughout the digestive tract, the distribution of the different types of epithelial cells varies according to the function of that region.<ref name="Lodish" /> ===Structural components of cellular junctions=== [[File:402 Types of Cell Junctions new.jpg|360px|Types of cell junctions (click to enlarge).|thumb]] Important for the barrier function of intenstinal epithelium, its cells are joined securely together by four types of junctions ([[w:cell junction|cell junction]]s),<ref name="sourceKhan"/> which can be identified at the [[w:Ultrastructure|ultrastructural]] level:<ref name="source1"/> * [[w:Gap junction|Gap junction]]s * [[w:Desmosome|Desmosome]]s * [[w:Adherens junction|Adherens junction]]s * [[w:Tight junction|Tight junction]]s ==== Gap junctions ==== Gap junctions bring the adjacent cells within 2 nanometers of each other. They are formed by several homologous proteins encoded by the [[w:connexin|connexin]] gene family coming together to form a [[w:Protein quaternary structure|multiprotein complex]]. The molecular structure of this complex is in the form of a [[w:Oligomer|hexamer]]. The complex, which is embedded in the cell membranes of the two joined cells, forms a gap or channel in the middle of the six proteins. This channel allows various [[w:molecule|molecule]]s, [[w:ion|ion]]s and electrical impulses to pass between the two cells.<ref name="sourceBenett">{{Cite journal|last=Bennett|first=M. V.|last2=Barrio|first2=L. C.|last3=Bargiello|first3=T. A.|last4=Spray|first4=D. C.|last5=Hertzberg|first5=E.|last6=Sáez|first6=J. C.|date=1991-03-01|title=Gap junctions: new tools, new answers, new questions|journal=Neuron|volume=6|issue=3|pages=305–320|issn=0896-6273|pmid=1848077|doi=10.1016/0896-6273(91)90241-q}}</ref> ==== Desmosomes ==== These complexes, consisting of [[w:Transmembrane protein|transmembrane]] adhesion proteins of the [[w:cadherin|cadherin]] family, link adjacent cells together through their [[w:cytoskeleton|cytoskeleton]]s.<ref>{{Cite journal|last=Nekrasova|first=Oxana|last2=Green|first2=Kathleen J.|date=2013-11-01|title=Desmosome assembly and dynamics|journal=Trends in Cell Biology|volume=23|issue=11|pages=537–546|doi=10.1016/j.tcb.2013.06.004|issn=0962-8924|pmc=3913269|pmid=23891292}}</ref> Desmosomes leave a gap of 30 nanometers between cells.<ref name="sourceBenett"/> ==== Adherens junctions ==== Adherens junctions, also called zonula adherens, are multiprotein complexes formed by proteins of the [[w:catenin|catenin]] and cadherin families. They are located in the membrane at the contact points between the cells. They are formed by interactions between [[w:intracellular|intracellular]] adapter proteins, transmembrane proteins and the [[w:Cytoskeleton|actin cytoskeletons]] of the cells . Besides their role in linking adjacent cells, these complexes are important for regulating epithelial migration, [[w:cell polarity|cell polarity]], and the formation of other cell junction complexes.<ref name="source1"/> ==== Tight junctions ==== Tight junctions, also called zonula occludens, are the most important components of the intenstinal epithelium for its barrier function.<ref name="source2"/> These complexes, formed primarily of members of the [[w:Claudins|claudin]] and the [[w:occludin|occludin]] families, consist of about 35 different proteins,<ref name="sourceKhan"/> form a ring shaped continuous ribbon around the cells, and are located near the borders of the lateral and apical membranes.<ref name="source1"/> The extracellular domains of the transmembrane proteins in adjacent cells cross connect to form a tight seal. These interactions include those between proteins in the same membrane ("cis") and proteins in adjacent cells ("trans"). In addition, interactions can be homophilic (between identical proteins) or heterophilic (between different proteins).<ref name="source1"/> Similar to adherens junctions, the intracellular domains of tight junctions interact with different [[w:scaffold protein|scaffold protein]]s, [[w:Signal transducing adaptor protein|adapter protein]]<nowiki/>s and signaling complexes to regulate cytoskeletal linking, cell polarity, cell signaling and vesical trafficking.<ref name="source1"/> Tight junctions provide a narrow but modifiable seal between adjacent cells in the epithelial layer and thereby provide selective [[w:paracellular transport|paracellular transport]] of solutes.<ref name="source1"/> While previously thought to be static structures, tight junctions are now known to be dynamic and can change the size of the opening between cells and thereby adapt to the different states of development, physiologies and pathologies.<ref name="source2"/> They function as a selective and semipermeable paracellular barrier between apical and basolateral compartments of the epithelial layer. They function to facilitate the passage of small ions and water-soluble solutes through the paracellular space while preventing the passage of luminal antigens, microorganisms and their toxins.<ref name="source1"/> ==Physiology== {{further information|Wikipedia:Intestinal permeability}} The intestinal epithelium has a complex anatomical structure which facilitates [[w:Gastrointestinal physiology#Motility|motility]], secretion, water and nutrient absorption, as well as immunological and neuroendocrine functions.<ref>{{Cite journal|last=Sharkey|first=Keith A.|last2=Beck|first2=Paul L.|last3=McKay|first3=Derek M.|date=2018-08-01|title=Neuroimmunophysiology of the gut: advances and emerging concepts focusing on the epithelium|url=https://www.ncbi.nlm.nih.gov/pubmed/30069036|journal=Nature Reviews. Gastroenterology & Hepatology|doi=10.1038/s41575-018-0051-4|issn=1759-5053|pmid=30069036}}</ref> Mucus, secreted by goblet cells, forms a protective layer which covers the epithelial layer.<ref>{{Cite journal|last=Allen|first=Adrian|last2=Flemström|first2=Gunnar|date=2005-01-01|title=Gastroduodenal mucus bicarbonate barrier: protection against acid and pepsin|journal=American Journal of Physiology. Cell Physiology|volume=288|issue=1|pages=C1–19|doi=10.1152/ajpcell.00102.2004|issn=0363-6143|pmid=15591243}}</ref> Mucus serves to ease the movement of feces and protects the epithelial cell layer against irritation from mucosal contents such as acids and substances produced by enteric bacteria.<ref name=":0">{{Cite book|url=https://openstax.org/details/books/anatomy-and-physiology|title=Anatomy and physiology|last=Gordon.|first=Betts, J.|publisher=OpenStax CNX|others=DeSaix, Peter., Johnson, Eddie., Johnson, Jody E., Korol, Oksana., Kruse, Dean H., Poe, Brandon.|year=2013|isbn=9781947172043|location=Houston, Texas|pages=1130|oclc=1001472383}}</ref> Traditionally, crypt cells were considered primarily as secretory cells while enterocytes are considered principally absorptive. However, recent studies have challenged this classical functional partitioning and have shown that both the surface and crypt cells can perform both secretory and absorptive functions and that, in fact, these functions can occur simultaneously.<ref>{{Cite journal|last=Geibel|first=John P.|date=2005-01-01|title=Secretion and absorption by colonic crypts|journal=Annual Review of Physiology|volume=67|pages=471–490|doi=10.1146/annurev.physiol.67.031103.153530|issn=0066-4278|pmid=15709966}}</ref><ref>{{Cite journal|last=Binder|first=Henry J.|last2=Rajendran|first2=Vazhaikkurichi|last3=Sadasivan|first3=Vidyasagar|last4=Geibel|first4=John P.|date=2005-04-01|title=Bicarbonate secretion: a neglected aspect of colonic ion transport|journal=Journal of Clinical Gastroenterology|volume=39|issue=4 Suppl 2|pages=S53–58|issn=0192-0790|pmid=15758660|doi=10.1097/01.mcg.0000155521.81382.3a}}</ref> ===Nutrient uptake=== Overlaying the brush border of the apical surface of the enterocytes is the [[w:glycocalyx|glycocalyx]], which is a loose network composed of the oligosaccharide side chains of integral membrane hydrolases and other enzymes essential for the digestion of proteins and carbohydrates. These [[w:glycoprotein|glycoprotein]]s, [[w:glycolipid|glycolipid]]s, and [[w:enzyme|enzyme]]s [[wikt:catalysis|catalyze]] the final digestive stages of luminal carbohydrates and proteins. The [[w:monosaccharide|monosaccharide]]s and [[w:amino acid|amino acid]]s thus produced are subsequently transported across the intestinal epithelium and eventually into the bloodstream.<ref name="Lodish2"/> The absorption of electrolytes and water is one of the most important functions of the digestive tract. Water absorption is passive and [[wikt:isotonic|isotonic]] - depending on the speed and direction of solute flow. Other factors influencing fluid absorption are [[w:Osmotic concentration|osmolarity]] and the specific intestinal region.<ref name="sourceFasano" /> Regulated selective permability is performed through two major routes: the transcellular (transepithelial) route and the paracellular route.<ref name="source1" /> ===Transcellular permeability=== [[File:Selective permeability routes in epithelium.png|thumb|360x360px|Scheme of selective permeability routes of epithelial cells (red arrows). The transcellular (through the cells) and paracellular (between the cells) routes control the passage of substances between the intestinal lumen and blood.]] This consists of specific transport of [[w:Solution|solutes]] across the epithelial cells. It is predominantly regulated by the activities of specialised transporters that translocate specific electrolytes, amino acids, sugars, short chain fatty acids and other molecules into or out of the cell.<ref name="source1"/> ===Paracellular permeability=== Paracellular permeability depends on transport through the spaces that exist between epithelial cells. It is regulated by cellular junctions that are localized in the laminal membranes of the cells.<ref name="source1"/> This is the main route of passive flow of water and solutes across the intestinal epithelium. Regulation depends on the intercellular tight junctions which have the most influence on paracellular transport.<ref>{{Cite journal|last=Näslund|first=Erik|last2=Hellström|first2=Per M.|date=2007-09-10|title=Appetite signaling: from gut peptides and enteric nerves to brain|journal=Physiology & Behavior|volume=92|issue=1-2|pages=256–262|doi=10.1016/j.physbeh.2007.05.017|issn=0031-9384|pmid=17582445}}</ref> Studies using the electron microscope showed that the electrical resistance of epithelial layers depends on the complexity and number of filaments within the tight junction transmembrane protein complexes.<ref name="sourceFasano" /> Also, the [[w:Cell membrane|plasma membrane]] resistance and variable transmembrane conductance of the epithelial cells can also modulate paracellular pathway function.<ref name="sourceFasano"/> ==Functions== The barrier formed by the intestinal epithelium separates the external environment (the contents of the intestinal [[w:Lumen (anatomy)|lumen]]) from the body<ref name="source1">{{Cite journal|last=Groschwitz|first=Katherine R.|last2=Hogan|first2=Simon P.|date=2009-07-01|title=Intestinal Barrier Function: Molecular Regulation and Disease Pathogenesis|journal=The Journal of Allergy and Clinical Immunology|volume=124|issue=1|pages=3–22|doi=10.1016/j.jaci.2009.05.038|issn=0091-6749|pmc=4266989|pmid=19560575}}</ref> and is the most extensive and important [[w:Mucous membrane|mucosal surface]]<nowiki/> of body.<ref name="source2">{{Cite journal|last=Rao|first=Jaladanki N.|last2=Wang|first2=Jian-Ying|date=2010-01-01|title=Intestinal Architecture and Development|url=https://www.ncbi.nlm.nih.gov/books/NBK54098/|language=en}}</ref> The intestinal epithelium serves several crucial functions, exhibiting both innate and adaptive immune features. It closely monitors its intracellular and extracellular environment, communicates messages to neighbouring cells and rapidly initiates active defensive and repair measures, if necessary.<ref>{{cite journal|last1=Cario|first1=E|title=Heads up! How the intestinal epithelium safeguards mucosal barrier immunity through the inflammasome and beyond.|url=http://journals.lww.com/co-gastroenterology/Fulltext/2010/11000/Heads_up__How_the_intestinal_epithelium_safeguards.8.aspx|journal=Current Opinion in Gastroenterology|date=2010|volume=26|pages=583–590|doi=10.1097/MOG.0b013e32833d4b88|pmid=20664345}}</ref> On the one hand, it acts as a barrier, preventing the entry of harmful substances such as foreign [[w:antigen|antigen]]s, [[w:toxin|toxin]]s and [[w:microorganism|microorganism]]s.<ref name="sourceKhan">{{Cite journal|last=Khan|first=Niamat|last2=Asif|first2=Abdul R.|date=2015-01-01|title=Transcriptional Regulators of Claudins in Epithelial Tight Junctions|journal=Mediators of Inflammation|volume=2015|doi=10.1155/2015/219843|issn=0962-9351|pmc=4407569|pmid=25948882|pages=1–6}}</ref><ref name="source1"/> On the other hand, it acts as a selective filter which facilitates the uptake of dietary [[w:nutrient|nutrient]]s, [[w:electrolyte|electrolyte]]s, water and various other beneficial substances from the intestinal lumen.<ref name="source1"/> When barrier integrity is lost, [[w:intestinal permeability|intestinal permeability]] increases and uncontrolled passage of harmful substances can occur. This can lead to, depending on the genetic predisposition of the individual, the development of [[w:inflammation|inflammation]], [[w:infection|infection]], [[w:Allergy|allergies]], [[w:autoimmune disease|autoimmune disease]]s or [[w:cancer|cancer]] - within the intestine itself or other organs.<ref name="sourceFasano">{{Cite journal|last=Fasano|first=Alessio|date=2011-01-01|title=Zonulin and Its Regulation of Intestinal Barrier Function: The Biological Door to Inflammation, Autoimmunity, and Cancer|url=http://physrev.physiology.org/content/91/1/151|journal=Physiological Reviews|language=en|volume=91|issue=1|pages=151–175|doi=10.1152/physrev.00003.2008|issn=0031-9333|pmid=21248165}}</ref> Although they primarily function as part of the [[w:digestive system|digestive system]], [[w:enterocyte|enterocyte]]s of the intestinal epithelium also express [[w:toll-like receptor|toll-like receptor]]s and [[w:NOD-like receptor|nucleotide oligomerization domain]] proteins that recognize diverse types of microbes and contribute to [[w:immune system|immune system]] function.<ref>{{cite journal|last1=Cario|first1=E|title=Bacterial interactions with cells of the intestinal mucosa: Toll-like receptors and NOD2.|url=http://gut.bmj.com/content/54/8/1182.long|journal=Gut|date=2005|volume=54|pages=1182–93|doi=10.1136/gut.2004.062794|pmid=15840688|pmc=1774880}}</ref><ref>{{Cite journal|title = TLR signaling in the gut in health and disease|journal = Journal of Immunology|date = 2005-04-15|issn = 0022-1767|pmid = 15814663|pages = 4453–4460|volume = 174|issue = 8|first = Maria T.|last = Abreu|first2 = Masayuki|last2 = Fukata|first3 = Moshe|last3 = Arditi|doi=10.4049/jimmunol.174.8.4453}}</ref> Thus the intestinal epithelium not only serves as a physical barrier separating the intestinal lumen from the body proper but also carries out pathogen recognition functions as part of the [[w:Intrinsic immunity|intrinsic immune system]]. ==Importance for human health== Loss of integrity of the intestinal epithelium plays a key [[wikt:pathogenic|pathogenic]] role in [[w:inflammatory bowel disease|inflammatory bowel disease]] (IBD).<ref>{{Cite journal|last=Maloy|first=Kevin J.|last2=Powrie|first2=Fiona|date=2011-06-16|title=Intestinal homeostasis and its breakdown in inflammatory bowel disease|journal=Nature|volume=474|issue=7351|pages=298–306|doi=10.1038/nature10208|issn=1476-4687|pmid=21677746}}</ref> Changes in the composition of the [[w:Gut flora|intestinal microbiota]] are an important environmental factor in the development of IBD. Detrimental changes in the intestinal microbiota induce an inappropriate (uncontrolled) [[w:immune response|immune response]] that results in damage to the intestinal epithelium. Breaches in this critical barrier (the intestinal epithelium) allow further infiltration of microbiota that, in turn, elicit further immune responses. IBD is a multifactorial disease that is nonetheless driven in part by an exaggerated immune response to gut microbiota that causes defects in epithelial barrier function.<ref>{{Cite journal|last=Coskun|first=Mehmet|date=2014-08-25|title=Intestinal Epithelium in Inflammatory Bowel Disease|journal=Frontiers in Medicine|volume=1|doi=10.3389/fmed.2014.00024|issn=2296-858X|pmc=4292184|pmid=25593900}}</ref> ==See also== *[[w:Intestinal mucosal barrier|Intestinal mucosal barrier]] *[[w:Intestinal permeability|Intestinal permeability]] ==References== {{reflist}} [[w:Category:Epithelium|Category:Epithelium]] 0i3xcw7pmq7heegufmo5vu73ssxeu68 0 281195 2829177 2805871 2026-08-28T19:23:39Z NDM2024 2984088 /* The John Snow Institute */ 2829177 wikitext text/x-wiki ==The John Snow Institute== INVITATION TO THE PREDIABETES-REMISSION STUDY Billions are at increased risk of developing metabolic syndromes like prediabetes, type 2 diabetes and hypertension with significant social bias. It’s not just that people need more education; it’s that the environments they live in often make healthy choices harder than unhealthy ones. The 16-weeks educational course include self-monitoring of blood sugar with glucometer, blood pressure, weight, and self-evaluation of diet and physical activity. The target is globally, but especially in the low- and middle-income countries where the availability of essential diagnostics remains a challenge. Links: 2. '''Prevalence studies''' 2.1 The-International-Maritime-Health-Database <ref>https://www.dropbox.com/scl/fi/z3cq5ciiev06y8v9duw7u/A-International-Maritime-Health-Database.docx?cloud_editor=word&dl=0&rlkey=pt0kdesvmagcxaa2wez3tmza3 </ref> 2.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 2.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 2.4. School childrens Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 3. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> 4. General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> 5. Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> 6 John Snow Institute <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref> '''7.''' '''Prediabetes-Remission Research Network:''' Prof. Ing. MSc. Nailet Delgado; Prof Dr. Olaf Jensen, MD, MPH, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali (SDU); MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Antonio Roberto Abaya MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; MBA Christian Acheampong, Turkey; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark, ==References== [[Category:Prediabetes ]] Education 1: Research Methodology Education 3: The Health Journal Club Education 4: Effectiveness of training in prevention for type 2 diabetes Questionnaire Based studies: Protocols and Questionnaires Systematic Review Studies Organisation Presentations Invitations for collaboration Consortium for Maritime Health Research and Education Objectives o6hu9avevo65vi13i6jsx0t4cxyild2 2829178 2829177 2026-08-28T19:24:31Z NDM2024 2984088 /* The John Snow Institute */ 2829178 wikitext text/x-wiki ==References== [[Category:Prediabetes ]] Education 1: Research Methodology Education 3: The Health Journal Club Education 4: Effectiveness of training in prevention for type 2 diabetes Questionnaire Based studies: Protocols and Questionnaires Systematic Review Studies Organisation Presentations Invitations for collaboration Consortium for Maritime Health Research and Education Objectives r981cmo7q0p7v3aybcn5ns7drz4rymg 0 285380 2829091 2828389 2026-08-28T14:04:00Z Young1lim 21186 /* Applications */ 2829091 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260828.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> bo3aq0297jp0iuenpui0t8typljjfmp 0 292516 2829109 2805001 2026-08-28T14:38:14Z TMorata 860721 combined paragraphs 2829109 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global_Audiology/Americas/Header}} {{CountryHeader|File:Mexico (orthographic projection).svg|https://en.wikipedia.org/wiki/Mexico}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Mexico Mexico],officially the United Mexican States, is a country in North America. It is considered to be part of Central America by the United Nations geoscheme. It is the northernmost country in Latin America, and borders the United States to the north, and Guatemala and Belize to the southeast; while having maritime boundaries with the Pacific Ocean to the west, the Caribbean Sea to the southeast, and the Gulf of Mexico to the east. Spanish is recognized as the national language along with 68 indigenous languages of the nation. {{HTitle|Incidence and Prevalence of Hearing Loss}} The [https://en.www.inegi.org.mx/ National Institute of Statistics and Geography (INEGI)] and the [https://www.gob.mx/conapo National Population Council (CONAPO)] announce the 2014 National Demographic Dynamics Survey (ENADID). The survey was carried out between August and September 2014 and collected information from a national sample of 101,389 dwellings distributed throughout the national territory. Of the 119.9 million people living in the country, 6% (7.2 million) have a disability, of which 33.5% (2.4 million) have a hearing problem. The causes of hearing loss in the country were reported to be: 28.9% by disease, 49.6% by advanced age, 9.3% by birth, 6.3% by accident, 0.8% by violence, and 5.1% by other causes. Of the total number of people with hearing impairment, 13.4% (320,000) are between 0 and 14 years of age, that is, they are of school age. However, only 14% of the hearing impaired, between 3 and 29 years of age, go to school, a percentage well below 42.4% of the blind and 23.9% of people who cannot walk in the same age range of who do attend school. More recently, in 2018, approximately 10 million people in Mexico were estimated to have some type of hearing disorder, with 200,000 to 400,000 experiencing total deafness.<ref>{{Cite journal|last=Socorro|first=PA, Contreras-Rivas PI|date=2018|title=Prevalencia de hipoacusia en recién nacidos sanos en un hospital de tercer nivel de atención. Detección mediante tamiz auditivo neonatal|journal=Revista Mexicana de Pediatria|volume=85|pages=130-134}}</ref> Self report data from 2019 indicated high prevalence of hearing loss in various age groups. <ref>{{Cite journal|last=Graue-Hernández|first=Enrique O|last2=Gómez-Dantés|first2=Héctor|last3=Romero-Martínez|first3=Martín|last4=Bravo|first4=Gerardo|last5=Arrieta-Camacho|first5=Jesús|last6=Jiménez-Corona|first6=Aida|date=2019-10-23|title=Self-reported hearing loss and visual impairment in adults from Central Mexico|url=http://www.saludpublica.mx/index.php/spm/article/view/10086|journal=Salud Pública de México|volume=61|issue=5, sep-oct|pages=629|doi=10.21149/10086|issn=1606-7916}}</ref> {{HTitle|Information About Audiology}} === History === Mexico has been one of the countries that has been concerned about the problems of the pathology of hearing, voice, and language for more than fifty years. Some of the early steps were described in 2004 ([https://www.scribd.com/document/634949822/Pasado-Presente-y-futuro-de-la-Audiologia-en-Mexico Pasado, Presente y futuro de la Audiología en Mexico]). As an antecedent to this, in 1866, Lic. Benito Juarez, as president of the Republic, decreed the formation of the School of Deafness. During the rule of Porfirio Diaz, it was ruled that the deaf-mutes received, along with primary instruction, the teaching of a trade. The first physicians who specialized in the field of problems of hearing, balance, voice, and language were students of doctors Pedro Barruecos at the Mexican Institute of Hearing and Language (IMAL), founded in 1951, and Andres Bustamante Gurria at the National Institute of Audiology and Fonatria in 1953. Since 1966, at the Mexican Institute of Social Security, the Otorhinolaryngology Service has established the medical residency in Audiology and Otoneurology. In 1963, the General Hospital of Mexico created the audiology and phoniatrics service and the residency in human communication. In Mexico, the first courses were given at the General Hospital of Mexico (GHM) and the Mexican Society of Audiology and Phoniatrics (now the Mexican Association of Communication, Audiology, Otoneurology and Phoniatrics) with Arroyo, García Palmer, and Valdes, and shortly after the classification of tympanometric curves by Jerger and the publication of the “''Handbook of Clinical Impedance Audiometry”'' (1975), protocols were adopted that are still in force (Berruecos, 1998). The objective of this technique is to know the state and functions of the external ear, the membrane and the tympanic box, the eustachian tube, the intratympanic muscles, and a portion of the auditory pathway and associated areas in the brain stem, with the search of ipsilateral and contralateral stapedial reflexes. In 1971, Jewett clearly described the points of origin of the different potentials of the brainstem. In 1974, Hecox and Galambos demonstrated that auditory brainstem evoked potentials allowed for estimating thresholds in children and adults, and in 1975 Starr reported the effects of neurological pathology on these potentials. The first auditory brainstem evoked potentials team arrived in Mexico in the second half of that decade, thus opening a new path for audiological diagnosis, now solidly established in the country (AMCAOF, 1998). In 1978, Kemp discovered spontaneous sounds, or sounds generated by stimulation in the ciliated cells, in one of the most important audiology milestones. Otoacoustic emissions (OAEs), discovered between 1980 and 1990, quickly became a clinical method of great importance because it was non-invasive and because of its precision, simplicity, efficiency, speed, and low cost, which consolidated the programs of neonatal hearing screening (NHS) to identify early deafness. The first NHS program in Mexico, based on the guidelines of the NHS pioneer, Marion Downs, was established at the GHM in 1999. It served as a model for structuring the National NHS Program in 2007 and for training staff in the hospitals throughout 2008, with a view to putting it into action at the national level in 2009. === Education === In Mexico, the degree in medicine receives different names according to the university at which it is studied. Some call this program the Bachelor of Medicine or Medical Surgeon program. The duration of the medical course is generally 6 years in total; however, especially in the north of the country, you can also find universities that teach it for 7 years. It is important to mention that all universities must be certified by the Ministry of Health to offer this career. This certification is based on the academic plan, the teachers, and the infrastructure of the institutions. It is important to note that the last year in every school or medical school in Mexico consists of performing a compulsory social service that is independent of the university in which the career is being pursued and its curriculum. All the doctors in formation must render under the same conditions the year of social service, according to the type of place that they obtain. In the case of Audiology, each university makes its own academic program where each of the thematic contents is divided into subjects, modules, or sections of the syllabus of the Audiology specialty. All programs must include four parts: basic training, clinical cycles, undergraduate education, and social service, which usually extends two years for this specialty. ==== Degree Options ==== * Thesis and professional examination * Elaboration of the thesis and professional examination * Elaboration of a thesis report on the practice performed in the social service, if this is related to the career and professional examination * Elaboration of a study thesis on some aspect of the student’s work (in case he is working), if this is related to the career and professional examination === Audiology Practice: Public and Private === There is little assistance in the public sector for hearing problems. There is a small amount of information about the field of ​​audiology currently practiced in the country. This is due to the small budget that the country gives to related disabilities due to a lack of hearing, since the income is diverted to other necessities in the country. On the other hand, the public sector only deals with problems classified as level 3. Level 3 refers to all those auditory deficits that cannot be treated by a general practitioner or require specialized care related to the ear. In most cases, access to audiological services is done privately. Individuals who suffer from an ear-related problem must attend with a general practitioner or otolaryngologist, who will provide them with a direct pass to a specific audiological service. In this case, the patient pays for the audiological services. In most cases, private clinics that sell hearing aids provide the first free diagnostic test. The reason for this is that a patient with a diagnosis is more likely to qualify for an audiological service, where the purchase of appliances is indispensable in most cases. In Mexico, an audiometry exam costs about $40 to $70, depending on the institution. Hearing aids vary in price depending on brands and providers. Regrettably, access to hearing aids is limited to the few specialists in the country. In addition, the level of the devices is linked to the “affordable costs” that society can acquire. In other words, they do not commonly offer the newest models. === Services offered by Otolaryngologists, Otologists & Otoneurologists === Otolaryngologists in Mexico provide a diverse selection of ear-related services. Services may include the diagnosis and management of acute and chronic pathologies and congenital malformations; surgical management of pathologies and tumors; and implantable devices. The most common surgical implants available are cochlear implants and middle ear implants. It is becoming more common for small procedures, such as the placement of PE tubes for adults, to be completed in the otolaryngologist’s office. Depending on comfort level, many will also provide, in the office, inter-tympanic steroid injections for the treatment of sudden sensorineural hearing loss. The otologist examines the patient and evaluates and diagnoses ear disease. Once the patient has been evaluated and diagnosed, the otologist will establish, through a clinical report, possible surgical or drug treatments, perform the procedures for psychological care in the event that the patient cannot benefit from the treatments, and advise on the audiophthesis adaptation (INR, 2017). Otoneurologists evaluate integrally (diagnose, treat, and rehabilitate) patients with symptoms such as instability, vertigo and / or dizziness; Applying specialized studies such as: videonystagmography-electronystagmography, rotating tests, dynamic posturography, computerized, audiometry, neuroaudiometry, impedanciometry, and vestibular rehabilitation (INR, 2017). === Audiological Services === Below is a list of links to agencies, organizations, and other websites that offer a wide variety of information, services, and resources of interest to the deaf, hard of hearing, and their families. Also, some of the institutions mentioned below provide financial help and resources for people with communicative disorders. * National Institute of Rehabilitation INR * General Hospital of Mexico * Pedagogical Institute for language problems IPLIAP * Oira Clinic Mexico City, UDLA * IMAL , Mexican Institue Of Hearing And Language * General Directorate of Special Education (SEP – Secretaria de Educacion Publica) * National Medical Center November 20 ISSTE * Nacional Medical Center XXI IMSS * INER, National Institute of Respiratory Illness. * Gea Gonzalez Hospital * Federico Gomez Hospital * National Institute of Pediatrics INAP * Cruz Roja Mexicana === Professionals === In Mexico, the specialty of audiology is relatively young, so the country lacks specialists. A physician and his or her team can diagnose conditions for a limited number of deaf people. However, to reach the final diagnosis and rehabilitation work, associate professionals are required to carry out, under their supervision, specific tasks: management of electro-acoustic diagnostic and treatment equipment, clinical testing practices, ear molding, and counseling of patients in the use of prosthetics, in learning to read lips, and in the prevention of problems in speech articulation (Baloh & Honrubia, 2010). The graduate in Audiometry and Auditory Rehabilitation can establish contacts with professionals from other areas of medicine: neurologists, pediatricians, geneticists, otolaryngologists, and general surgeons, as well as pedagogues and psychologists. It will be able to analyze and assimilate the content of books, magazines, and specialized documents and will be able to collaborate on the accomplishment of basic works of clinical or documentary research (Baloh & Honrubia, 2010). In Mexico, the levels of education related to audiology can be divided into: otolaryngologist; degree in Hearing, Voice and Oral and Written Language Therapy, Professional Associate in Audiometry and Hearing Rehabilitation, and Superior Rehabilitation Technician. In the country, there are about 500 to 600 specialists, a small figure for what is in the country, plus the fact that almost 300 are in the urban area of Mexico City. It should be noted that the additional education required to practice audiology is only available at the National Autonomous University of Mexico (UNAM). An average of 24 doctors graduate from this program annually. Therefore, the growth of the profession occurs very slowly.” (UNAM, 2015). {{HTitle|Professional and Regulatory Bodies}} In Mexico, the agencies responsible for hearing care are working in conjunction with other communication problems, such as speech problems and language disorders. Within the governmental organizations in charge of treating this type of disorder are the Instituto Mexicano de la Audición y el Lenguaje, A. C. (IMAL). Also, the Instituto Nacional de Rehabilitation (Speech and Hearing Disorders Department), part of the UNAM (Universidad Nacional Autonoma de Mexico) is the one who helps evaluate, diagnose, and propose solutions to hearing and balance problems in the country. In general, this center oversees connecting other clinical centers for patients from the north and south of the country. This governmental body is in the center of the country, so most patients with hearing problems are forced to be treated in this area, since the deficiency of professionals in other sectors of the country is present. === Scope of Practice and Licensing === The culmination of a university career is obtaining a title and its corresponding professional certificate. In many companies, when offering a job, it is emphasized that the applicant is qualified in the field. Failure to complete the titling process can close doors or, if you get the job, imply that you will get a lower salary. In the same way, to practice some professions, it is necessary to have a professional certificate, as the different laws and regulations make it applicable. Requirements to obtain the right to the title: * To have surpassed all the subjects that compose the curriculum of each race, * To accredit the level of knowledge of English language, * Submit proof of compliance with social service and * Pass satisfactorily through the process of titling the institution. * There is no compulsory degree format, so it can vary from institution to institution. Let’s list the most common options. As other alternatives are opened, we will incorporate them so that this guide is as complete as possible. {{HTitle|Research in Audiology}} Research in audiology is poor in quality but active in Mexico. Most research is conducted through educational facilities and large research-driven institutions. Current works span the entire scope of audiological practice. Though there is a plethora of research being conducted, there is still much to be learned about the auditory system, (re)habilitative devices, the (re)habilitation process, and many other topics. The ever-increasing literature collection improves the ability of audiologists to conduct evidence-based practice. Currently, Mexican audiology research is headlined by studies of the correlation between hearing loss and cognition, noise-induced hearing loss, tinnitus, and the long-term outcomes of cochlear implantation. There are several peer-reviewed audiology-related journals published in Mexico, like: Medigraphic, Latindex, Otorrinoweb, and Imbioned. Also, Elsevier has a journal syndicated in Spain and the United Kingdom. {{HTitle|Audiology Charities}} The following are a few of the many highly active audiology-related charities: * Adiós a la sordera * Asociación Civil Oír Mejor * Centro Dar * Fundaciã“N Escúchame * Fundación F.A.N.D.A.: Fundación de Ayuda al Niño con Discapacidad Auditiva * GIEH: Grupos Integrados Específicos para Hipoacúsicos * Mutualidad Argentina de Hipoacúsicos * Sitio de Sordos * Voces en el Silencio {{HTitle|Challenges, Opportunities and Notes}}=== Challenges === Unfortunately, in Mexico, there is a disconnect between the types of services available and the uptake of hearing healthcare. Therefore, early identification and hearing loss prevention programs are not effectively reaching those who could benefit most. Potentially treatable conditions, such as otitis media, continue to be a frequent cause of deafness. Epidemiological studies are scarce, and, on the other hand, there are no established programs for the early detection of hearing loss. All professionals dedicated to the field of audition have a serious commitment to try to advance in these aspects to continue writing a worthy history of audiology in the new millennium. ===Opportunities=== Opportunities exist for specialists with great concern and dedication who follow the example and commitment of those who have paved the way so that we can now practice a specialty with its own characteristics. This requires professionals with a solid basis of preparation and a commitment to continuous updating. {{HTitle|References}} {{reflist}} ===Other sources cited=== * [https://www.scribd.com/document/634949822/Pasado-Presente-y-futuro-de-la-Audiologia-en-Mexico Pasado, Presente y futuro de la Audiología en Mexico] * Appendini G. Todos recuerdan hoy al Dr. Pedro Berruecos, médico polifacético. En: Excelsior, martes 16 de junio de 1961, sección B, pp1 y 6. * Asociación Mexicana de Comunicación, Audiología, Otoneurología y Foniatría, A.C. Estatutos. 1998. * Autores Varios. Audiologia clinica. Mexico: Interamericana (Clinicas Otorrinolaringologicas de Norteamerica. Vol. 2. 1991) * Baloh RW. Honrubia V. [https://doi.org/10.1093/med/9780195387834.001.0001 Clinical neurophysiology of the vestibular system]. 3rd Oxford University Press; 2001. (Contemporary Neurology Series. No. 63). * Berruecos Téllez P. Bosquejo histórico de la Sociedad Mexicana de Otorrinolaringología. En: Anales de la Sociedad Mexicana de Otorrinolaringología;1987:XXXIII(4)191-198. * Cárdenas de la Peña E. [https://www.smorlccc.org/wp-content/uploads/2018/09/cronica_orl-smorlccc.pdf Crónica de la otorrinolaringología en México y la Sociedad Mexicana de Otorrinolaringología]. Ed. Impresos. México. 1995. * Early Childhood Education Program Impact Evaluation 2014. Origen Sergio C\u00e1rdenas – Center for Economic Research and Education (CIDE)”,” David Evans – The World Bank”,” Peter Holland – The World Bank * Instituto Nacional de la Comunicación Humana. Folleto. Secretaría de Salubridad y Asistencia. Subsecretaría de Asistencia. Dirección General de Rehabilitación. México. 1977. * Instituto Nacional De Rehabilitación (2017) * La discapacidad en México. Datos al 2014 * Plan único de especialidades médicas. Comunicación, Audiología y Foniatría. Facultad de Medicina, UNAM. División de Estudios de Posgrado e Investigación. México. 2015 * Secretaria de Salud. Instituto Nacional de la Comunicacion Humana. Registros electrofisiologicos para el diagnostico de la patologia de la comunicacion humana. Mexico SSA-INCH; 1997. * Groupon Latam – A Mountain Nazca-Company. Todos los derechos reservados. Political Map (2011). {{:Global Audiology/Authors-2|Rocio Cavazos|Prof. María Elena Piña Méndez|https://www.researchgate.net/scientific-contributions/Rocio-Castro-Rios-2054516054|https://www.researchgate.net/scientific-contributions/Elena-Mendez-83658708}} ''Edited in part by'' [http://linkedin.com/in/joyce-rodvie-sagun-4691bb182 Joyce Rodvie Sagun] [[Category:Mexico]] [[Category:Audiology]] n7orindlbb1sfwrxo0yo5e0dbho04k4 2829110 2829109 2026-08-28T14:39:32Z TMorata 860721 added abbreviation 2829110 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global_Audiology/Americas/Header}} {{CountryHeader|File:Mexico (orthographic projection).svg|https://en.wikipedia.org/wiki/Mexico}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Mexico Mexico],officially the United Mexican States, is a country in North America. It is considered to be part of Central America by the United Nations geoscheme. It is the northernmost country in Latin America, and borders the United States to the north, and Guatemala and Belize to the southeast; while having maritime boundaries with the Pacific Ocean to the west, the Caribbean Sea to the southeast, and the Gulf of Mexico to the east. Spanish is recognized as the national language along with 68 indigenous languages of the nation. {{HTitle|Incidence and Prevalence of Hearing Loss}} The [https://en.www.inegi.org.mx/ National Institute of Statistics and Geography (INEGI)] and the [https://www.gob.mx/conapo National Population Council (CONAPO)] announce the 2014 National Demographic Dynamics Survey (ENADID). The survey was carried out between August and September 2014 and collected information from a national sample of 101,389 dwellings distributed throughout the national territory. Of the 119.9 million people living in the country, 6% (7.2 million) have a disability, of which 33.5% (2.4 million) have a hearing problem. The causes of hearing loss in the country were reported to be: 28.9% by disease, 49.6% by advanced age, 9.3% by birth, 6.3% by accident, 0.8% by violence, and 5.1% by other causes. Of the total number of people with hearing impairment, 13.4% (320,000) are between 0 and 14 years of age, that is, they are of school age. However, only 14% of the hearing impaired, between 3 and 29 years of age, go to school, a percentage well below 42.4% of the blind and 23.9% of people who cannot walk in the same age range of who do attend school. More recently, in 2018, approximately 10 million people in Mexico were estimated to have some type of hearing disorder, with 200,000 to 400,000 experiencing total deafness.<ref>{{Cite journal|last=Socorro|first=PA, Contreras-Rivas PI|date=2018|title=Prevalencia de hipoacusia en recién nacidos sanos en un hospital de tercer nivel de atención. Detección mediante tamiz auditivo neonatal|journal=Revista Mexicana de Pediatria|volume=85|pages=130-134}}</ref> Self report data from 2019 indicated high prevalence of hearing loss in various age groups. <ref>{{Cite journal|last=Graue-Hernández|first=Enrique O|last2=Gómez-Dantés|first2=Héctor|last3=Romero-Martínez|first3=Martín|last4=Bravo|first4=Gerardo|last5=Arrieta-Camacho|first5=Jesús|last6=Jiménez-Corona|first6=Aida|date=2019-10-23|title=Self-reported hearing loss and visual impairment in adults from Central Mexico|url=http://www.saludpublica.mx/index.php/spm/article/view/10086|journal=Salud Pública de México|volume=61|issue=5, sep-oct|pages=629|doi=10.21149/10086|issn=1606-7916}}</ref> {{HTitle|Information About Audiology}} === History === Mexico has been one of the countries that has been concerned about the problems of the pathology of hearing, voice, and language for more than fifty years. Some of the early steps were described in 2004 ([https://www.scribd.com/document/634949822/Pasado-Presente-y-futuro-de-la-Audiologia-en-Mexico Pasado, Presente y futuro de la Audiología en Mexico]). As an antecedent to this, in 1866, Lic. Benito Juarez, as president of the Republic, decreed the formation of the School of Deafness. During the rule of Porfirio Diaz, it was ruled that the deaf-mutes received, along with primary instruction, the teaching of a trade. The first physicians who specialized in the field of problems of hearing, balance, voice, and language were students of doctors Pedro Barruecos at the Mexican Institute of Hearing and Language (IMAL), founded in 1951, and Andres Bustamante Gurria at the National Institute of Audiology and Fonatria in 1953. Since 1966, at the Mexican Institute of Social Security, the Otorhinolaryngology Service has established the medical residency in Audiology and Otoneurology. In 1963, the General Hospital of Mexico created the audiology and phoniatrics service and the residency in human communication. In Mexico, the first courses were given at the General Hospital of Mexico (GHM) and the Mexican Society of Audiology and Phoniatrics (now the Mexican Association of Communication, Audiology, Otoneurology and Phoniatrics) with Arroyo, García Palmer, and Valdes, and shortly after the classification of tympanometric curves by Jerger and the publication of the “''Handbook of Clinical Impedance Audiometry”'' (1975), protocols were adopted that are still in force (Berruecos, 1998). The objective of this technique is to know the state and functions of the external ear, the membrane and the tympanic box, the eustachian tube, the intratympanic muscles, and a portion of the auditory pathway and associated areas in the brain stem, with the search of ipsilateral and contralateral stapedial reflexes. In 1971, Jewett clearly described the points of origin of the different potentials of the brainstem. In 1974, Hecox and Galambos demonstrated that auditory brainstem evoked potentials allowed for estimating thresholds in children and adults, and in 1975 Starr reported the effects of neurological pathology on these potentials. The first auditory brainstem evoked potentials team arrived in Mexico in the second half of that decade, thus opening a new path for audiological diagnosis, now solidly established in the country (AMCAOF, 1998). In 1978, Kemp discovered spontaneous sounds, or sounds generated by stimulation in the ciliated cells, in one of the most important audiology milestones. Otoacoustic emissions (OAEs), discovered between 1980 and 1990, quickly became a clinical method of great importance because it was non-invasive and because of its precision, simplicity, efficiency, speed, and low cost, which consolidated the programs of neonatal hearing screening (NHS) to identify early deafness. The first NHS program in Mexico, based on the guidelines of the NHS pioneer, Marion Downs, was established at the GHM in 1999. It served as a model for structuring the National NHS Program in 2007 and for training staff in the hospitals throughout 2008, with a view to putting it into action at the national level in 2009. === Education === In Mexico, the degree in medicine receives different names according to the university at which it is studied. Some call this program the Bachelor of Medicine or Medical Surgeon program. The duration of the medical course is generally 6 years in total; however, especially in the north of the country, you can also find universities that teach it for 7 years. It is important to mention that all universities must be certified by the Ministry of Health to offer this career. This certification is based on the academic plan, the teachers, and the infrastructure of the institutions. It is important to note that the last year in every school or medical school in Mexico consists of performing a compulsory social service that is independent of the university in which the career is being pursued and its curriculum. All the doctors in formation must render under the same conditions the year of social service, according to the type of place that they obtain. In the case of Audiology, each university makes its own academic program where each of the thematic contents is divided into subjects, modules, or sections of the syllabus of the Audiology specialty. All programs must include four parts: basic training, clinical cycles, undergraduate education, and social service, which usually extends two years for this specialty. ==== Degree Options ==== * Thesis and professional examination * Elaboration of the thesis and professional examination * Elaboration of a thesis report on the practice performed in the social service, if this is related to the career and professional examination * Elaboration of a study thesis on some aspect of the student’s work (in case he is working), if this is related to the career and professional examination === Audiology Practice: Public and Private === There is little assistance in the public sector for hearing problems. There is a small amount of information about the field of ​​audiology currently practiced in the country. This is due to the small budget that the country gives to related disabilities due to a lack of hearing, since the income is diverted to other necessities in the country. On the other hand, the public sector only deals with problems classified as level 3. Level 3 refers to all those auditory deficits that cannot be treated by a general practitioner or require specialized care related to the ear. In most cases, access to audiological services is done privately. Individuals who suffer from an ear-related problem must attend with a general practitioner or otolaryngologist, who will provide them with a direct pass to a specific audiological service. In this case, the patient pays for the audiological services. In most cases, private clinics that sell hearing aids provide the first free diagnostic test. The reason for this is that a patient with a diagnosis is more likely to qualify for an audiological service, where the purchase of appliances is indispensable in most cases. In Mexico, an audiometry exam costs about $40 to $70, depending on the institution. Hearing aids vary in price depending on brands and providers. Regrettably, access to hearing aids is limited to the few specialists in the country. In addition, the level of the devices is linked to the “affordable costs” that society can acquire. In other words, they do not commonly offer the newest models. === Services offered by Otolaryngologists, Otologists & Otoneurologists === Otolaryngologists in Mexico provide a diverse selection of ear-related services. Services may include the diagnosis and management of acute and chronic pathologies and congenital malformations; surgical management of pathologies and tumors; and implantable devices. The most common surgical implants available are cochlear implants and middle ear implants. It is becoming more common for small procedures, such as the placement of PE tubes for adults, to be completed in the otolaryngologist’s office. Depending on comfort level, many will also provide, in the office, inter-tympanic steroid injections for the treatment of sudden sensorineural hearing loss. The otologist examines the patient and evaluates and diagnoses ear disease. Once the patient has been evaluated and diagnosed, the otologist will establish, through a clinical report, possible surgical or drug treatments, perform the procedures for psychological care in the event that the patient cannot benefit from the treatments, and advise on the audiophthesis adaptation (INR, 2017). Otoneurologists evaluate integrally (diagnose, treat, and rehabilitate) patients with symptoms such as instability, vertigo and / or dizziness; Applying specialized studies such as: videonystagmography-electronystagmography, rotating tests, dynamic posturography, computerized, audiometry, neuroaudiometry, impedanciometry, and vestibular rehabilitation (INR, 2017). === Audiological Services === Below is a list of links to agencies, organizations, and other websites that offer a wide variety of information, services, and resources of interest to the deaf, hard of hearing, and their families. Also, some of the institutions mentioned below provide financial help and resources for people with communicative disorders. * National Institute of Rehabilitation INR * General Hospital of Mexico * Pedagogical Institute for language problems IPLIAP * Oira Clinic Mexico City, UDLA * IMAL , Mexican Institue Of Hearing And Language * General Directorate of Special Education (SEP – Secretaria de Educacion Publica) * National Medical Center November 20 ISSTE * Nacional Medical Center XXI IMSS * INER, National Institute of Respiratory Illness. * Gea Gonzalez Hospital * Federico Gomez Hospital * National Institute of Pediatrics INAP * Cruz Roja Mexicana === Professionals === In Mexico, the specialty of audiology is relatively young, so the country lacks specialists. A physician and his or her team can diagnose conditions for a limited number of deaf people. However, to reach the final diagnosis and rehabilitation work, associate professionals are required to carry out, under their supervision, specific tasks: management of electro-acoustic diagnostic and treatment equipment, clinical testing practices, ear molding, and counseling of patients in the use of prosthetics, in learning to read lips, and in the prevention of problems in speech articulation (Baloh & Honrubia, 2010). The graduate in Audiometry and Auditory Rehabilitation can establish contacts with professionals from other areas of medicine: neurologists, pediatricians, geneticists, otolaryngologists, and general surgeons, as well as pedagogues and psychologists. It will be able to analyze and assimilate the content of books, magazines, and specialized documents and will be able to collaborate on the accomplishment of basic works of clinical or documentary research (Baloh & Honrubia, 2010). In Mexico, the levels of education related to audiology can be divided into: otolaryngologist; degree in Hearing, Voice and Oral and Written Language Therapy, Professional Associate in Audiometry and Hearing Rehabilitation, and Superior Rehabilitation Technician. In the country, there are about 500 to 600 specialists, a small figure for what is in the country, plus the fact that almost 300 are in the urban area of Mexico City. It should be noted that the additional education required to practice audiology is only available at the National Autonomous University of Mexico (UNAM). An average of 24 doctors graduate from this program annually. Therefore, the growth of the profession occurs very slowly.” (UNAM, 2015). {{HTitle|Professional and Regulatory Bodies}} In Mexico, the agencies responsible for hearing care are working in conjunction with other communication problems, such as speech problems and language disorders. Within the governmental organizations in charge of treating this type of disorder are the Instituto Mexicano de la Audición y el Lenguaje, A. C. (IMAL). Also, the Instituto Nacional de Rehabilitation (Speech and Hearing Disorders Department), part of the UNAM (Universidad Nacional Autonoma de Mexico) is the one who helps evaluate, diagnose, and propose solutions to hearing and balance problems in the country. In general, this center oversees connecting other clinical centers for patients from the north and south of the country. This governmental body is in the center of the country, so most patients with hearing problems are forced to be treated in this area, since the deficiency of professionals in other sectors of the country is present. === Scope of Practice and Licensing === The culmination of a university career is obtaining a title and its corresponding professional certificate. In many companies, when offering a job, it is emphasized that the applicant is qualified in the field. Failure to complete the titling process can close doors or, if you get the job, imply that you will get a lower salary. In the same way, to practice some professions, it is necessary to have a professional certificate, as the different laws and regulations make it applicable. Requirements to obtain the right to the title: * To have surpassed all the subjects that compose the curriculum of each race, * To accredit the level of knowledge of English language, * Submit proof of compliance with social service and * Pass satisfactorily through the process of titling the institution. * There is no compulsory degree format, so it can vary from institution to institution. Let’s list the most common options. As other alternatives are opened, we will incorporate them so that this guide is as complete as possible. {{HTitle|Research in Audiology}} Research in audiology is poor in quality but active in Mexico. Most research is conducted through educational facilities and large research-driven institutions. Current works span the entire scope of audiological practice. Though there is a plethora of research being conducted, there is still much to be learned about the auditory system, (re)habilitative devices, the (re)habilitation process, and many other topics. The ever-increasing literature collection improves the ability of audiologists to conduct evidence-based practice. Currently, Mexican audiology research is headlined by studies of the correlation between hearing loss and cognition, noise-induced hearing loss, tinnitus, and the long-term outcomes of cochlear implantation. There are several peer-reviewed audiology-related journals published in Mexico, like: Medigraphic, Latindex, Otorrinoweb, and Imbioned. Also, Elsevier has a journal syndicated in Spain and the United Kingdom. {{HTitle|Audiology Charities}} The following are a few of the many highly active audiology-related charities: * Adiós a la sordera * Asociación Civil Oír Mejor * Centro Dar * Fundaciã“N Escúchame * Fundación F.A.N.D.A.: Fundación de Ayuda al Niño con Discapacidad Auditiva * GIEH: Grupos Integrados Específicos para Hipoacúsicos * Mutualidad Argentina de Hipoacúsicos * Sitio de Sordos * Voces en el Silencio {{HTitle|Challenges, Opportunities and Notes}}=== Challenges === Unfortunately, in Mexico, there is a disconnect between the types of services available and the uptake of hearing healthcare. Therefore, early identification and hearing loss prevention programs are not effectively reaching those who could benefit most. Potentially treatable conditions, such as otitis media, continue to be a frequent cause of deafness. Epidemiological studies are scarce, and, on the other hand, there are no established programs for the early detection of hearing loss. All professionals dedicated to the field of audition have a serious commitment to try to advance in these aspects to continue writing a worthy history of audiology in the new millennium. ===Opportunities=== Opportunities exist for specialists with great concern and dedication who follow the example and commitment of those who have paved the way so that we can now practice a specialty with its own characteristics. This requires professionals with a solid basis of preparation and a commitment to continuous updating. {{HTitle|References}} {{reflist}} ===Other sources cited=== * [https://www.scribd.com/document/634949822/Pasado-Presente-y-futuro-de-la-Audiologia-en-Mexico Pasado, Presente y futuro de la Audiología en Mexico] * Appendini G. Todos recuerdan hoy al Dr. Pedro Berruecos, médico polifacético. En: Excelsior, martes 16 de junio de 1961, sección B, pp1 y 6. * Asociación Mexicana de Comunicación, Audiología, Otoneurología y Foniatría, A.C. Estatutos. 1998. * Autores Varios. Audiologia clinica. Mexico: Interamericana (Clinicas Otorrinolaringologicas de Norteamerica. Vol. 2. 1991) * Baloh RW. Honrubia V. [https://doi.org/10.1093/med/9780195387834.001.0001 Clinical neurophysiology of the vestibular system]. 3rd Oxford University Press; 2001. (Contemporary Neurology Series. No. 63). * Berruecos Téllez P. Bosquejo histórico de la Sociedad Mexicana de Otorrinolaringología. En: Anales de la Sociedad Mexicana de Otorrinolaringología;1987:XXXIII(4)191-198. * Cárdenas de la Peña E. [https://www.smorlccc.org/wp-content/uploads/2018/09/cronica_orl-smorlccc.pdf Crónica de la otorrinolaringología en México y la Sociedad Mexicana de Otorrinolaringología]. Ed. Impresos. México. 1995. * Early Childhood Education Program Impact Evaluation 2014. Origen Sergio C\u00e1rdenas – Center for Economic Research and Education (CIDE)”,” David Evans – The World Bank”,” Peter Holland – The World Bank * Instituto Nacional de la Comunicación Humana. Folleto. Secretaría de Salubridad y Asistencia. Subsecretaría de Asistencia. Dirección General de Rehabilitación. México. 1977. * Instituto Nacional De Rehabilitación (INR, 2017) * La discapacidad en México. Datos al 2014 * Plan único de especialidades médicas. Comunicación, Audiología y Foniatría. Facultad de Medicina, UNAM. División de Estudios de Posgrado e Investigación. México. 2015 * Secretaria de Salud. Instituto Nacional de la Comunicacion Humana. Registros electrofisiologicos para el diagnostico de la patologia de la comunicacion humana. Mexico SSA-INCH; 1997. * Groupon Latam – A Mountain Nazca-Company. Todos los derechos reservados. Political Map (2011). {{:Global Audiology/Authors-2|Rocio Cavazos|Prof. María Elena Piña Méndez|https://www.researchgate.net/scientific-contributions/Rocio-Castro-Rios-2054516054|https://www.researchgate.net/scientific-contributions/Elena-Mendez-83658708}} ''Edited in part by'' [http://linkedin.com/in/joyce-rodvie-sagun-4691bb182 Joyce Rodvie Sagun] [[Category:Mexico]] [[Category:Audiology]] ihpmjo2ze8c8bp5az8xmu05ebi1tymn 0 299218 2829080 2829041 2026-08-28T13:18:11Z U3243776 - Kels 3109820 2829080 wikitext text/x-wiki {{title|Eco-emotions<br>What are eco-emotions, how do they influence behaviour, and how can they be managed? }}__TOC__ ==Overview== {{RoundBoxTop}}Paige is a university student who regularly encounters information about climate change, bushfires, biodiversity loss, pollution, and other environmental problems through university, news, and social media. When she thinks about these issues, Paige experiences a range of emotions. She sometimes feels worried about the future, sad about environmental destruction, angry about perceived inaction, and guilty about the environmental impact of some of her own behaviours. These emotions sometimes motivate Paige to reduce waste, use public transport, participate in environmental activities, and encourage friends to make environmentally responsible choices. However, at other times, Paige feels overwhelmed by the scale of environmental problems and avoids climate-related news because it makes her anxious. Paige's experiences illustrate how environmental issues can evoke different emotional responses and how these emotions may influence behaviour in different ways (see Figure 1). Throughout the chapter, Paige's experiences will be revisited to explore what eco-emotions are, how they can motivate environmental action or contribute to avoidance, and how they can be managed while maintaining psychological wellbeing.{{RoundBoxBottom}} [[File:Change in Average Temperature With Fahrenheit.svg|thumb|150x150px|'''Figure 1'''. Image of worldwide climate change related temperature increases. Note to be replaced with more appropriate image]] '''Explanation of the problem''' * Environmental problems such as climate change, biodiversity loss, pollution, and ecological degradation can generate a wide range of emotional responses. * These responses, often described as eco-emotions or climate emotions, can include anxiety, worry, grief, sadness, anger, guilt, shame, hope, and compassion. * Eco-emotions are not necessarily signs of psychological dysfunction because emotional responses to genuine environmental threats can be understandable and potentially adaptive. * Eco-emotions can influence motivation and behaviour, potentially encouraging environmental action, information seeking, collective engagement, avoidance, or disengagement. * The same emotion may have different behavioural consequences depending on its intensity, the situation, how the person interprets the environmental problem, and whether they believe they can do something about it. * Understanding eco-emotions can therefore help explain why environmental concerns sometimes motivate constructive action but can also contribute to distress, helplessness, or avoidance. * Psychological science can help explain how eco-emotions develop, how they affect behaviour, and how individuals and communities can respond to them in ways that support wellbeing and constructive environmental engagement. {{RoundBoxTop|theme=4}} '''Focus questions:''' *What are eco-emotions, and what different types of eco-emotions can people experience? *How do positive and negative eco-emotions influence people's thoughts, feelings, and behaviours? *Why can eco-emotions lead to positive outcomes, such as environmental action, as well as negative outcomes, such as distress, avoidance, or disengagement? *How can eco-emotions be managed in ways that support psychological wellbeing and constructive environmental engagement? {{RoundBoxBottom}} ==Main headings== * What are eco-emotions * How do eco-emotions influence behaviour? * What are the positive and negative outcomes of eco-emotions? * How can eco-emotions be managed? == What are eco-emotions? == * Eco-emotions are emotional responses associated with environmental change, environmental degradation, climate change, and people's relationships with the natural environment. * People can experience several eco-emotions at the same time or experience different emotions as environmental situations change. * Eco-emotions can develop through direct experiences of environmental change or indirect exposure through news, social media, education, and conversations. * Eco-emotions may be influenced by how people interpret environmental threats and their perceived significance. '''Planning note:''' This section will establish a clear definition of eco-emotions before discussing their effects. A key theoretical or review source will be used here. === Different types of eco-emotions === * Threat-related emotions can include anxiety, worry, and fear about environmental problems and their consequences. * Loss-related emotions can include grief and sadness following environmental destruction, biodiversity loss, or changes to personally meaningful places. * Moral emotions can include guilt and shame when people believe their behaviour contributes to environmental harm. * Anger and frustration may occur when environmental problems are perceived as unjust or when people believe that others are failing to respond appropriately. * Positive eco-emotions can include hope, compassion, inspiration, and feelings of connection with nature. * Different emotions can coexist. For example, Paige may feel anxious about climate change while also feeling hopeful that collective action can produce positive change. '''Planning note:''' I will avoid presenting emotions as simply “positive” or “negative” because an emotion can have different effects depending on the context. === How do eco-emotions develop? === * Eco-emotions can develop through people's interpretations or appraisals of environmental threats. * The perceived severity, immediacy, and personal relevance of an environmental problem may influence emotional intensity. * Direct experiences of environmental events may produce different emotional responses from learning about environmental problems through media. * Personal values, environmental identity, previous experiences, and social relationships may influence emotional responses. * Perceptions of control and beliefs about whether action is possible may influence whether environmental concerns produce motivation or helplessness. * People may therefore experience different emotions when exposed to the same environmental information. '''Planning note:''' This subsection could introduce appraisal and motivation concepts without going too deeply into psychological theory. == How do eco-emotions influence behaviour? == * Eco-emotions can influence attention, motivation, decision-making, coping, and environmental behaviour. * Emotional responses do not automatically determine behaviour because behavioural outcomes may depend on emotional intensity, perceived efficacy, available opportunities, and social context. * The same emotion can contribute to constructive action in one situation but avoidance or disengagement in another. '''Planning note:''' This section directly answers the second part of the subtitle. I will focus on the pathway from '''emotion → motivation → behaviour'''. === Positive eco-emotions and environmental action === * Hope may encourage people to remain engaged with environmental problems by focusing attention on the possibility of positive outcomes. * Compassion may encourage concern for people, animals, and ecosystems affected by environmental problems. * Feelings of connection with nature may strengthen motivation to protect the environment. * Positive emotions may help people maintain engagement when environmental action requires sustained effort. * Hope is unlikely to guarantee environmental action because behaviour is also influenced by factors such as knowledge, opportunity, efficacy, and social norms. '''Planning note:''' “Positive” does not necessarily mean that an emotion always produces positive behaviour. The final chapter should make this distinction clear. === Negative eco-emotions and environmental action === * Worry and concern may increase attention to environmental problems and encourage information seeking or behavioural change. * Anger may motivate people to challenge perceived environmental injustice or participate in collective action. * Guilt may encourage people to reconsider behaviours that they believe contribute to environmental harm. * Negative emotions can therefore sometimes motivate constructive environmental behaviour. * The effect may depend on whether people believe that they have effective ways to respond. '''Planning note:''' This section will challenge the assumption that negative emotions are always harmful. Some unpleasant emotions may have motivational functions. '''Note:''' Also not sure if I am getting to off topic with the positive and negative reactions stuff. === Avoidance and disengagement === * Strong or overwhelming emotions may sometimes interfere with constructive environmental engagement. * Anxiety may lead some people to avoid environmental information or conversations that trigger uncomfortable feelings. * People may experience helplessness when environmental problems appear too large or complex for individual action to make a difference. * Hopelessness may reduce motivation when people believe that environmental outcomes cannot be improved. * Avoidance may provide short-term emotional relief while reducing opportunities for information seeking, problem-solving, and environmental action. '''Planning note:''' Paige's avoidance of climate-related news could be used here as the example. === The role of efficacy === * Perceived self-efficacy refers to beliefs about one's ability to perform behaviours that can influence outcomes. * Collective efficacy refers to beliefs that groups or communities can work together to create meaningful change. * Environmental concern combined with high perceived efficacy may encourage action. * Environmental concern combined with low perceived efficacy may contribute to helplessness or avoidance. * Creating realistic opportunities for individual and collective action may help people translate eco-emotions into constructive behaviour. '''Planning note:''' This may be an important link between emotions and behaviour. I will look for research examining efficacy as a possible explanation for different behavioural outcomes. == What are the positive and negative outcomes of eco-emotions? == '''Note''': Not sure if this section is going off topic * Eco-emotions can have both beneficial and harmful outcomes depending on their type, intensity, context, and how people respond to them. * Positive outcomes may include increased environmental awareness, motivation, engagement, social connection, and pro-environmental behaviour. * Negative outcomes may include distress, anxiety, helplessness, avoidance, reduced wellbeing, and disengagement. * An emotion itself should not automatically be classified as beneficial or harmful because the outcome may depend on how it is experienced and managed. '''Planning note:''' This section will make the positive/negative distinction more explicit and answer the third focus question. === Positive outcomes === * Eco-emotions may increase the personal importance of environmental issues. * Emotional engagement may encourage people to change behaviours or participate in environmental activities. * Shared environmental emotions may encourage social connection and collective action. * Hope and perceived efficacy may support persistence when environmental problems require long-term action. * Experiencing concern for the environment may encourage people to align their behaviour with their values. '''Planning note:''' This section will connect emotional experiences with motivation and wellbeing rather than suggesting that environmental action is always the outcome. === Negative outcomes === * Persistent environmental worry may contribute to emotional distress. * Eco-anxiety may interfere with concentration, sleep, daily functioning, or wellbeing when it becomes intense or persistent. * Grief may occur in response to environmental losses and changes to meaningful places or ecosystems. * Feelings of helplessness or hopelessness may contribute to disengagement. * Emotional overwhelm may cause people to avoid environmental information or discussions. '''Note:''' Careful! don't pathologies normal environmental concern. The final chapter should distinguish understandable emotional responses from distress that significantly interferes with functioning. === Individual and social differences === * People differ in the intensity and types of eco-emotions they experience. * Previous experiences with environmental events may influence responses to later environmental threats. * Personal values, environmental identity, social relationships, and cultural context may influence eco-emotions. * People directly affected by environmental disasters may experience different responses from people who encounter environmental problems mainly through media. * Social and economic circumstances may influence both exposure to environmental threats and access to coping resources. * Eco-emotions can also be collective experiences because environmental problems can affect families, communities, cultures, and societies. '''Planning note:''' This section will help avoid presenting eco-emotions as universal experiences that affect everyone in the same way. == How can eco-emotions be managed? == * Managing eco-emotions does not necessarily mean eliminating unpleasant emotions or avoiding environmental problems. * Constructive management may involve recognising emotions, regulating distress, maintaining realistic hope, and identifying meaningful ways to respond. * Psychological strategies can help people maintain wellbeing while remaining engaged with environmental issues. * Management can occur at individual, interpersonal, community, and collective levels. === Recognising and regulating emotions === * Identifying and naming an emotional response can help people understand what they are experiencing. * Recognising that uncomfortable eco-emotions can be understandable responses to environmental problems may reduce pressure to suppress them. * Emotion regulation strategies may help people manage the intensity and expression of difficult emotions. * Cognitive reappraisal may help people interpret environmental situations realistically without becoming overwhelmed. * Healthy emotion regulation does not require denying the seriousness of environmental problems. '''Planning note:''' Look for evidence-based psychological approaches to emotion regulation rather than presenting general wellbeing advice without evidence. === Turning emotions into constructive action === * Environmental concerns can sometimes be channelled into achievable and meaningful behaviours. * Setting realistic environmental goals may increase a person's sense of agency. * Individual actions can allow people to behave consistently with their environmental values. * Collective action can provide opportunities to work with others towards shared environmental goals. * Meaningful action may reduce helplessness by providing a sense that one's behaviour contributes to a larger response. * Paige could focus on specific achievable actions rather than feeling responsible for solving every environmental problem herself. '''Planning note:''' This will link back to Paige and demonstrate how management can involve responding to emotions rather than simply trying to remove them. === Social connection and collective coping === * Social support can provide opportunities to discuss and process difficult eco-emotions. * Talking with friends, family, peers, or community members may reduce feelings of isolation. * Collective environmental action can provide a sense of belonging and shared purpose. * Working with others may strengthen perceptions of collective efficacy. * Communities can provide practical and emotional resources for responding to environmental challenges. * Social approaches are important because environmental problems are not solely individual problems and often require collective responses. '''Planning note:''' This section will consider whether managing eco-emotions should be viewed as an individual responsibility or as something that can also be supported collectively. ==Learning features== * Interactive learning features bring online book chapters to life and can be embedded throughout the chapter. * Collective Action Theory - belief that through collective action ones group could make change. ===Case studies=== * Bystander Effect on Climate Change as example. * Suffragettes * Case studies describe real-world examples of concepts in action. * Case studies can be real or fictional. * A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages. * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Feature boxes=== * Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: [[Help:Pretty boxes|Pretty boxes]]). * Consider using feature boxes for: ** Focus questions ** [[#Case studies|Case studies]] or examples ** Quiz questions ** Take-home messages A very simple box can be created by using a space at the start of the line {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ===Figures=== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, etcetera * Figures can be embedded throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a description). Captions explain the relevance of the image to the text/ * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ===Links=== * When key words are introduced, use [[Help:Links|interwiki links]] * These links can go to: ** Wikipedia (e.g., [[w:Sigmund Freud|Sigmund Freud]] wrote about (e.g., [[w:Dreams|dreams]]) or ** Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]) ===Tables=== * Use tables to organise and summarise information * As with [[#Figures|figures]], tables should be captioned (e.g., see Table 1) * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ===Quizzes=== * Using one or two review questions per major section is usually better than a long quiz at the end * Quiz conceptual understanding, rather than trivia * Don't make quizzes too hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * Eco-emotions are diverse emotional responses to environmental problems and include anxiety, worry, grief, anger, guilt, hope, compassion, and other emotions. * Eco-emotions are not inherently positive or negative; their effects depend on factors such as intensity, context, appraisal, efficacy, and coping. * Both positive and negative eco-emotions can be associated with environmental behaviour. * Worry, hope, anger, guilt, and other emotions may sometimes motivate environmental action, while overwhelming distress may contribute to avoidance or disengagement. * Eco-emotions can therefore have both positive outcomes, such as motivation, agency, and collective engagement, and negative outcomes, such as distress and impaired wellbeing. * Managing eco-emotions does not necessarily mean suppressing or eliminating them. Instead, constructive management may involve emotion regulation, realistic hope, perceived efficacy, social support, and meaningful action. * Psychological science can help people understand their emotional responses to environmental problems while identifying ways to remain engaged without becoming overwhelmed. * '''Note:''' Focus a little more on the suggestions for this section and make sure i cover them. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to 6 [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive dissonance and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== Brosch, T. (2021). Affect and emotions as drivers of climate change perception and action: A review. ''Current Opinion in Behavioral Sciences, 42'', 15–21. <nowiki>https://doi.org/10.1016/j.cobeha.2021.02.001</nowiki> '''Use''' '''for:''' Definition of climate-related emotions; appraisal; relationship between emotion and environmental behaviour. Cunsolo, A., & Ellis, N. R. (2018). Ecological grief as a mental health response to climate change-related loss. ''Nature Climate Change, 8'', 275–281. <nowiki>https://doi.org/10.1038/s41558-018-0092-2</nowiki> '''Use''' '''for:''' Eco-grief, environmental loss, and psychological wellbeing. Cunsolo Willox, A., et al. (2021). Anxiety, worry, and grief in a time of environmental and climate crisis: A narrative review. ''Annual Review of Environment and Resources, 46'', 35–58. <nowiki>https://doi.org/10.1146/annurev-environ-012220-022716</nowiki> '''Use''' '''for:''' Negative eco-emotions, wellbeing, constructive worry, and coping. Hamilton, J., Hartter, J., Lemieux, C. J., & Turner, S. (2022). Exploring the relationship between climate change and mental health in young people. ''International Journal of Environmental Research and Public Health, 19'', 12254. '''Use''' '''for:''' Australian young people, eco-anxiety, powerlessness, optimism, climate action, and perceived control. Hogg, T. L., Stanley, S. K., O'Brien, L. V., Wilson, M. S., & Watsford, C. R. (2021). The Hogg Eco-Anxiety Scale: Development and validation of a multidimensional scale. ''Global Environmental Change, 71'', 102391. <nowiki>https://doi.org/10.1016/j.gloenvcha.2021.102391</nowiki> '''Use''' '''for:''' Eco-anxiety and its cognitive, emotional, and functional dimensions. Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. ''Environmental Education Research, 18''(5), 625–642. <nowiki>https://doi.org/10.1080/13504622.2011.637157</nowiki> '''Use''' '''for:''' Hope, environmental engagement, young people, and constructive coping. Pihkala, P. (2022). Toward a taxonomy of climate emotions. ''Frontiers in Climate, 3'', 738154. <nowiki>https://doi.org/10.3389/fclim.2021.738154</nowiki> '''Use''' '''for:''' Main theoretical framework and taxonomy of climate emotions. Stanley, S. K., Hogg, T. L., Leviston, Z., & Walker, I. (2021). From anger to action: Differential impacts of eco-anxiety, eco-depression, and eco-anger on climate action and wellbeing. ''The Journal of Climate Change and Health, 1'', 100003. <nowiki>https://doi.org/10.1016/j.joclim.2021.100003</nowiki> '''Use''' '''for:''' Comparison of eco-anxiety, eco-depression, and eco-anger; behaviour and wellbeing.Grau, M. (2025). Beyond “hope”: Constructive anger as a force in sustained climate action. ''Pastoral Psychology, 74'', 113–129. <nowiki>https://doi.org/10.1007/s11089-024-01196-x</nowiki> '''Use''' '''for:''' Constructive anger, hope, and sustained collective action. [2026 meta-analysis] From anxiety to hope: Do climate change-related emotions influence actual environmental behaviour? (2026). ''Journal of Environmental Psychology, 110'', 102939. <nowiki>https://doi.org/10.1016/j.jenvp.2026.102939</nowiki> '''Use ifor:''' Strong recent evidence linking multiple eco-emotions with actual pro-environmental behaviour. [2025 emotion-regulation study] Climate anxiety — impairment and/or activation? Exploring the roles of mindfulness and emotion regulation. (2025). ''Journal of Environmental Psychology, 105'', 102664. '''Use''' '''for:''' Emotion regulation, mindfulness, impairment, avoidance, and climate activism. ==External links== Provide up to 6 [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * ===Case studies=== * Case studies describe real-world examples of concepts in action. * Case studies can be real or fictional. * A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages. * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Feature boxes=== * Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: [[Help:Pretty boxes|Pretty boxes]]). * Consider using feature boxes for: ** Focus questions ** [[#Case studies|Case studies]] or examples ** Quiz questions ** Take-home messages A very simple box can be created by using a space at the start of the line {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ===Figures=== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, etcetera * Figures can be embedded throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a description). Captions explain the relevance of the image to the text/ * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ===Links=== * When key words are introduced, use [[Help:Links|interwiki links]] * These links can go to: ** Wikipedia (e.g., [[w:Sigmund Freud|Sigmund Freud]] wrote about (e.g., [[w:Dreams|dreams]]) or ** Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]) ===Tables=== * Use tables to organise and summarise information * As with [[#Figures|figures]], tables should be captioned (e.g., see Table 1) * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ===Quizzes=== * Using one or two review questions per major section is usually better than a long quiz at the end * Quiz conceptual understanding, rather than trivia * Don't make quizzes too hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * The Conclusion is typically 150 to 330 words * What are the take-home messages likely to be? * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to 6 [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive dissonance and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. ''International Journal for Students as Partners'', ''1''(1). https://doi.org/10.15173/ijsap.v1i1.3119 Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. ''Canadian Psychology/Psychologie Canadienne'', ''58''(2), 148–160. https://doi.org/10.1037/cap0000082 }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]. Use "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide up to 6 [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] {{MECR3|1=https://yourlinkgoeshere.com}} <div align=center>Replace this link once the multimedia presentation has been published.<br> This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise.<br>Gradually remove these suggestions as the chapter develops.<br>Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]].</div> __TOC__ ==Overview== [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Explore the topic, then develop a structure for the book chapter.]] ''Imagine'' ... a [[#Case studies|scenario or case study]] which illustrates the problem and engages reader interest. Consider including an image (see Figure 1). The scenario could be presented in a [[#Feature box|feature box]]. The Overview is typically 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' {{RoundBoxBottom}} ==Main headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but avoid having sections with only one sub-heading ==Key points== * Provide at least 3 bullet-points per heading, including for the Overview and Conclusion * Include key citations ==Learning features== * Interactive learning features bring online book chapters to life and can be embedded throughout the chapter. ===Case studies=== * Case studies describe real-world examples of concepts in action. * Case studies can be real or fictional. * A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages. * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Feature boxes=== * Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: [[Help:Pretty boxes|Pretty boxes]]). * Consider using feature boxes for: ** Focus questions ** [[#Case studies|Case studies]] or examples ** Quiz questions ** Take-home messages A very simple box can be created by using a space at the start of the line {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ===Figures=== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, etcetera * Figures can be embedded throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a description). Captions explain the relevance of the image to the text/ * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ===Links=== * When key words are introduced, use [[Help:Links|interwiki links]] * These links can go to: ** Wikipedia (e.g., [[w:Sigmund Freud|Sigmund Freud]] wrote about (e.g., [[w:Dreams|dreams]]) or ** Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]) ===Tables=== * Use tables to organise and summarise information * As with [[#Figures|figures]], tables should be captioned (e.g., see Table 1) * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ===Quizzes=== * Using one or two review questions per major section is usually better than a long quiz at the end * Quiz conceptual understanding, rather than trivia * Don't make quizzes too hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * The Conclusion is typically 150 to 330 words * What are the take-home messages likely to be? * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to 6 [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive dissonance and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. ''International Journal for Students as Partners'', ''1''(1). https://doi.org/10.15173/ijsap.v1i1.3119 Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. ''Canadian Psychology/Psychologie Canadienne'', ''58''(2), 148–160. https://doi.org/10.1037/cap0000082 }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]. Use "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide up to 6 [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Explore the topic, then develop a structure for the book chapter.]] ''Imagine'' ... a [[#Case studies|scenario or case study]] which illustrates the problem and engages reader interest. Consider including an image (see Figure 1). The scenario could be presented in a [[#Feature box|feature box]]. The Overview is typically 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (see the sub-title) down into three to five focus questions. Focus questions could also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask ''[[w:Open-ended question|open-ended]]'' focus questions. For example: * ''Is there'' a relationship between motivation and success? (closed-ended) {{sad}} * ''What is the'' relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Main headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but avoid having sections with only one sub-heading ==Key points== * Provide at least 3 bullet-points per heading, including for the Overview and Conclusion * Include key citations ==Learning features== * Interactive learning features bring online book chapters to life and can be embedded throughout the chapter. ===Case studies=== * Case studies describe real-world examples of concepts in action. * Case studies can be real or fictional. * A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages. * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. ===Feature boxes=== * Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: [[Help:Pretty boxes|Pretty boxes]]). * Consider using feature boxes for: ** Focus questions ** [[#Case studies|Case studies]] or examples ** Quiz questions ** Take-home messages A very simple box can be created by using a space at the start of the line {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ===Figures=== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, etcetera * Figures can be embedded throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a description). Captions explain the relevance of the image to the text/ * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ===Links=== * When key words are introduced, use [[Help:Links|interwiki links]] * These links can go to: ** Wikipedia (e.g., [[w:Sigmund Freud|Sigmund Freud]] wrote about (e.g., [[w:Dreams|dreams]]) or ** Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]) ===Tables=== * Use tables to organise and summarise information * As with [[#Figures|figures]], tables should be captioned (e.g., see Table 1) * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ===Quizzes=== * Using one or two review questions per major section is usually better than a long quiz at the end * Quiz conceptual understanding, rather than trivia * Don't make quizzes too hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long quizzes are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * The Conclusion is typically 150 to 330 words * What are the take-home messages likely to be? * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide up to 6 [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. For example: * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive dissonance and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[w:David McClelland|David McClelland]] (Wikipedia) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. ''International Journal for Students as Partners'', ''1''(1). https://doi.org/10.15173/ijsap.v1i1.3119 Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. ''Canadian Psychology/Psychologie Canadienne'', ''58''(2), 148–160. https://doi.org/10.1037/cap0000082 }} {{tip|Suggestions for this section: * Important aspects for APA style include: ** Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]. Use "Edit source": <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide up to 6 [[Help:Contents/Links#External_links|external links]] to relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] shizbzgcuyakz07q1eznuwz9d8s4f4w 0 305659 2829208 2828891 2026-08-28T22:23:54Z Unitfreak 695864 /* The Milky Way */ 2829208 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3283 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math>R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls}</math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpeg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] i04pxutz7fddpmuh5oyvrb1w6bp21nq 2829214 2829208 2026-08-28T22:33:21Z Unitfreak 695864 /* The Milky Way */ 2829214 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3283 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math>R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls}</math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 55es0kagzdz8by13pp63pcr4jhrgub8 2829317 2829214 2026-08-29T04:35:01Z Unitfreak 695864 2829317 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math>R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls}</math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] ph8a9uectykzj4dvlvnrz02eua0tsdo 2829320 2829317 2026-08-29T04:46:24Z Unitfreak 695864 2829320 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] imsoaf9b3e27dh1hoe1gfvjjy35xlbi 2829321 2829320 2026-08-29T04:48:16Z Unitfreak 695864 2829321 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 5m13g9okd8otrlx8f481hjldvbbx0or 2829322 2829321 2026-08-29T04:56:51Z Unitfreak 695864 /* One Solar Radius */ 2829322 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. &hairsp; :<math> \begin{align} R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] jhxio6jb20h73vxg1bipwsat3tz4jb6 2829323 2829322 2026-08-29T04:58:04Z Unitfreak 695864 2829323 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] l8aiepihcnsq06lrhr1taef0ex27i2w 2829324 2829323 2026-08-29T04:59:05Z Unitfreak 695864 2829324 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 7n8i16z3esr6n7wihn8ut2xrr3js7vt 2829327 2829324 2026-08-29T05:13:59Z Unitfreak 695864 2829327 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} 215 R_{\odot} &\approx 499 \text{ ls} \\ R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] srfrvoj8q6nrprc6ownrz1x8nt4qcys 2829328 2829327 2026-08-29T05:16:14Z Unitfreak 695864 2829328 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} 1\text{ AU} &\approx 215 R_{\odot} \approx 499 \text{ ls} \\ R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] t4odn33chk6x98ixdp1377odi403tiz 2829329 2829328 2026-08-29T05:17:22Z Unitfreak 695864 2829329 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> \begin{align} 1\text{ AU} &\approx 215 \, R_{\odot} \approx 499 \text{ ls} \\ R_{\odot} &\approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} \\ R_{\odot} &\approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} \end{align} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] r5qggeoai62iqytn26c1kzyg84x5gbi 2829331 2829329 2026-08-29T05:21:10Z Unitfreak 695864 /* One Solar Radius */ 2829331 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] ef4x2a2742v96x9x28c6n5fkd5djr29 2829334 2829331 2026-08-29T05:22:20Z Unitfreak 695864 2829334 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 42faby7qgzpxdayf9r46g0cjggistk2 2829335 2829334 2026-08-29T05:24:14Z Unitfreak 695864 /* One Solar Radius */ 2829335 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into the 97.156 parsec (10¹⁰ light-second) distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 1or9t8tyo7awzoysdwgqigl3ves2wyh 2829336 2829335 2026-08-29T05:27:00Z Unitfreak 695864 /* The Milky Way */ 2829336 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 3wh7zkw730i8fq637t3ypjgk9c6c227 2829337 2829336 2026-08-29T05:30:55Z Unitfreak 695864 2829337 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> :<math> R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 245ppaoc1o5cvz0kvu2zhc1g5t9jedf 2829338 2829337 2026-08-29T05:33:19Z Unitfreak 695864 2829338 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> 16^{8} \, R_{\odot} \approx 10^{10} \, \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 0cjjgen0gjqnxyjn5t994qqlxs6xtc1 2829339 2829338 2026-08-29T05:35:18Z Unitfreak 695864 /* One Solar Radius */ 2829339 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> 1 \, R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 6yeyl6r0tk4714hc1h6a8725buildzs 2829341 2829339 2026-08-29T05:37:53Z Unitfreak 695864 2829341 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076213% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>) in light-seconds (ls), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>) relative to the speed of light (c): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> 1 \, R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{10^{10}}{3055 \times 16^{8}} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] qzlicgfhxe7zpf7ykabl6vu5udv6p0c 2829343 2829341 2026-08-29T05:59:17Z Unitfreak 695864 2829343 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>) in light-seconds (ls), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>) relative to the speed of light (c): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> 1 \, R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{2.3206}{3055} \text{ c} \\ &\approx 0.076213\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] 46md79yshb8vtcl42wjhlszbzwijv9b 2829345 2829343 2026-08-29T06:03:16Z Unitfreak 695864 /* One Solar Radius */ 2829345 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by roughly one solar radius along its path through the Cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way galaxy at a blistering 0.076% the speed of light (227.7 kilometers per second). And yet, even at that staggering pace, it takes about five-sixths of an hour (3,055 seconds) for the Sun to cross a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. The Sun orbited a distance of roughly one solar radius during this 3,055-second period. The following mnemonics are aids to help one remember the length of the solar radius (<math>R_{\odot}</math>) in light-seconds (ls), the time required for the Sun to travel a distance equal to its own radius (<math>\tau_{R\odot}</math>), and the orbital velocity (<math>V_\odot</math>) relative to the speed of light (c): &hairsp; :<math> 1\text{ AU} \approx 215 \, R_{\odot} \approx 499 \text{ ls} </math> :<math> 1 \, R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> 1 \, R_{\odot} \approx \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.3283 \text{ ls} </math> &hairsp; :<math>\tau_{R\odot} \approx 3055 \text{ seconds}</math> &hairsp; :<math> \begin{align} V_{\odot} &\approx \frac{R_{\odot}}{\tau_{R\odot}} \\ &\approx \frac{2.3206}{3055} \text{ c} \\ &\approx 0.07596\% \text{ c} \end{align} </math> &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space by the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately one spherical heliosphere. The following mnemonics aid in remembering the size of the heliosphere and the time duration required for the sun to orbit that distance: &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{10^{10}}{16^{4}} \text{ ls} \\ &\approx 152,588 \text{ ls} \\ &\approx 305.78 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,\tau_{R\odot} &\approx 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \\ \end{align} </math> &hairsp; Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 383,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 97.156 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy and 97.156 parsecs (10¹⁰ light-seconds) is the approximate distance the sun travels in 16⁸ Bully timestamps. As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 97.156 parsecs, meaning the appearance of the night sky completely changes over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the sun to travel that distance: &hairsp; :<math> \begin{align} 16^{8}\,R_{\odot} &\approx {10^{10}} \text{ ls} \\ &\approx 97.156 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 16^{8}\,\tau_{R\odot} &\approx 16^{8} \times 3,055 \text{ s} \\ &\approx 415,792 \text{ years} \\ \end{align} </math> &hairsp; [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (cyan grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (cyan grid). Each sector represents about 1,555 parsecs of solar travel that is traversed by the Sun in roughly 6.65 million years. The yellow lines at the bottom of the image further divide one sector into 16 equal sub-sectors of 97.156 parsecs each, the 10¹⁰ light-second distance baseline previously established as typical for naked-eye stars. The Sun's full orbital path around the Milky Way is roughly 49,744 parsecs and is completed in 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\approx {512 \times 10^{10}} \text{ ls} \\ &\approx 49,744 \text{ parsec} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\approx 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. ==== Is the Bully system internally consistent? ==== The Sun travels roughly 512 × 10¹⁰ light-seconds (49,743.929 parsecs) per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct difference in calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. The Sun's true orbital velocity will always remain a topic of ongoing discovery and refinement. The previously conjectured value '''was a practical assumption''' rather than a reflection of a long-term stable physical reality. Similarly, the idealized Bully Calendar '''is a conceptual model''' used to help visualize the scale of the Sun's orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 10¹⁰ light-seconds per 16⁸ Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | <small>'''2^25.333776''' ≈ 42,288,909</small> | <small>2^-0.063992 ≈ 0.956613 </small> | <small>2⁰ = 1 </small> |} == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87 parsecs''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87 parsecs''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred in the month following the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] inl9j2zprfavkdbgm0gff78zxx42e9n 0 313114 2829095 2825601 2026-08-28T14:08:44Z TMorata 860721 added abreviation 2829095 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Africa/Header}}{{CountryHeader|File:Nigeria (orthographic projection).svg|https://en.wikipedia.org/wiki/Nigeria}}{{HTitle|Brief Country Information }} [[W:Nigeria|Nigeria]], officially the Federal Republic of Nigeria, is a country in West Africa. It is situated between the Sahel to the north and the Gulf of Guinea in the Atlantic Ocean to the south. Nigeria is a multinational state inhabited by more than 250 ethnic groups speaking 500 distinct languages. The official language is English, chosen to facilitate linguistic unity at the national level. {{HTitle|Incidence and Prevalence of Hearing Loss}}Nigeria as a country records widespread incidences of hearing loss annually, and the majority of these remain untreated. While specific nationwide data is limited there are some recent regional or subgroup specific estimates of the prevalence and incidence of hearing loss. A study conducted in North Central Nigeria found a significant prevalence of hearing loss among patients attending an otolaryngology clinic. The prevalence of sensorineural hearing loss (SNHL) was notably high, with 24-28% of patients affected, which is higher than global estimates of 1.7-8.4%. <ref>{{Cite journal|last=Ma’an|first=Nuhu D.|last2=Turaki|first2=Ishaku|last3=Shwe|first3=David|last4=Nansak|first4=Bulus|last5=Babson|first5=Benjamin|last6=Gomerep|first6=Simji|last7=Malaya|first7=Lauren|last8=Moffatt|first8=David|last9=Shakibai|first9=Nasim|date=2023-04-25|editor-last=Robinson|editor-first=Julia|title=Analysis of sensorineural hearing loss in patients attending an an otolaryngology clinic in North Central Nigeria|url=https://dx.plos.org/10.1371/journal.pgph.0000685|journal=PLOS Global Public Health|language=en|volume=3|issue=4|pages=e0000685|doi=10.1371/journal.pgph.0000685|issn=2767-3375|pmc=10128921|pmid=37097989}}</ref> The incidence of hearing impairment in children being treated at a private audiology clinic in Port Harcourt was significant, with 48.9% of the children showing evidence of hearing impairment.<ref>{{Cite journal|last=Alikor|first=E. a. D.|last2=Otana|first2=A. O.|date=2005|title=Pattern of childhood deafness in an audiologic centre in Port Harcourt, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/16350704|journal=Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria|volume=14|issue=3|pages=307–310|issn=1115-2613|pmid=16350704}}</ref> The majority of these cases were of profound or severe severity. Rates reaching 47%, 57% and 87% were reported among individuals affected respectively by diabetes, HIV or chronic kidney disease.<ref>{{Cite journal|last=Nwosu|first=Jones Ndubuisi|last2=Chime|first2=Ethel Nkechi|date=2017-05-02|title=Hearing thresholds in adult Nigerians with diabetes mellitus: a case&ndash;control study|url=https://www.dovepress.com/hearing-thresholds-in-adult-nigerians-with-diabetes-mellitus-a-case-co-peer-reviewed-fulltext-article-DMSO|journal=Diabetes, Metabolic Syndrome and Obesity|language=English|volume=10|pages=155–160|doi=10.2147/DMSO.S128502}}</ref> <ref>{{Cite journal|last=Alabi|first=B. S.|last2=Salami|first2=A. K.|last3=Afolabi|first3=O. A.|last4=Aremu|first4=S. K.|last5=Olawumi|first5=H. O.|last6=Odeigah|first6=L. O.|last7=Akande|first7=H. J.|date=2013|title=Otologic and audiological evaluation among HIV patients in Ilorin, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/24579491|journal=Nigerian Quarterly Journal of Hospital Medicine|volume=23|issue=1|pages=29–32|issn=0189-2657|pmid=24579491}}</ref> <ref>{{Cite journal|last=Fufore|first=MohammedBello|last2=Kirfi|first2=AbdullahiMusa|last3=Salisu|first3=AbubakarDanjuma|last4=Samdi|first4=ThomasMusa|last5=Abubakar|first5=AbdulhameedBala|last6=Onakoya|first6=PaulAdekunle|date=2019|title=Prevalence and pattern of hearing loss in patients with chronic kidney disease in Kaduna, Northwestern Nigeria|url=http://www.indianjotol.org/text.asp?2019/25/4/201/272254|journal=Indian Journal of Otology|language=en|volume=25|issue=4|pages=201|doi=10.4103/indianjotol.INDIANJOTOL_94_19|issn=0971-7749}}</ref> A study among sawmillers in Kaduna found a prevalence of SNHL at 26.7%, with noise levels at the workplace ranging from 85 to 105 dB.<ref>{{Cite journal|last=Abubakar|first=TijjaniSa'idu|last2=Labaran|first2=AbimikuSolomon|last3=Mohammed|first3=GarbaMainasara|last4=Kirfi|first4=AbdullahiMusa|last5=Nwaorgu|first5=OnyekwereGeorge Benjamin|date=2016|title=Hearing threshold of sawmillers in Kaduna, Nigeria|url=http://www.indianjotol.org/text.asp?2016/22/3/152/187974|journal=Indian Journal of Otology|language=en|volume=22|issue=3|pages=152|doi=10.4103/0971-7749.187974|issn=0971-7749}}</ref> In the Yoruba-speaking regions, the prevalence of hearing impairment among individuals aged 65 and older was found to be 6.1.<ref>{{Cite journal|last=Lasisi|first=Akeem O.|last2=Abiona|first2=Taiwo|last3=Gureje|first3=Oye|date=2010-08|title=The prevalence and correlates of self-reported hearing impairment in the Ibadan Study of Ageing|url=https://academic.oup.com/trstmh/article-lookup/doi/10.1016/j.trstmh.2010.03.009|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|language=en|volume=104|issue=8|pages=518–523|doi=10.1016/j.trstmh.2010.03.009|pmc=2904808|pmid=20462622}}</ref> Increasing age was associated with a higher prevalence of hearing impairment. of 15 years had evidence of hearing impairment. The World Health Organization (WHO) reported in 2018 that Nigeria has 8.5 million people with disabling hearing loss, and this excludes individuals with unilateral or mild hearing loss. With an estimated 2 percent annual increase in population ([https://www.worldometers.info/%20Worldometer%20-%20real%20time%20world%20statistics Worldometer], 2024) in addition to improvement in average life expectancy, this figure is likely to have increased to approximately 10–12 million people in 2024. Hence, WHO has also estimated that the figure in Africa would have risen from 40 million in 2023 to 54 million by 2030. {{HTitle|Information About Audiology and Aural Care}} === History === Audiology is relatively new in Nigeria compared to some Western and other countries like USA. However, the practice of audiology is traced back to the 1960s post-world rehabilitation programs and services. Historical account revealed that Special Education department was established in the 1976–1977 academic session. Audiology, along with four other programs, started as a three-year bachelor’s program, which was subsequently upgraded to a four-year program in the 1987/1988 academic session. The University of Jos Hearing Handicap program is another program identified with Audiology, as some students often learned some aspects of the field. Recently, the Federal University of Health Sciences Ila, Orangun Osun State, and the University of Medical Sciences Ondo State are the latest institutions that have been accredited by the National University Commission (NUC) to commence full-fledged Audiology programs in a medical/health institution in 2022 (Owolawi, 2024). === Education === Only three Universities have been licensed by the National University Commission (NUC) so far. University of Ibadan Special Education Oyo State, Federal University of Health Science Ila, Orangun, Osun State and University of Medical Sciences Ondo State. The last institutions have just been approved and are yet to produce a single Audiology graduate until the next 3-4 years. Conversely, the University of Ibadan Audiology program is domiciled in Special Education and not a stand-alone department like the other two and this has several shortfalls over the years, especially regarding the placement and remuneration of graduates from the institution. Audiology program in the University of Ibadan has undergraduates, Master’s and PhD degrees dating back to 20 years ago. === Audiology Practice: Public and Private === Audiology practice in Nigeria has gained relatively wide acceptance in many urban settings. There are a fairly sizeable number of testing centres or audiology units in Nigeria currently, all located in urban settings. Nigeria presently boasts 20 federal hospitals, 22 federal medical centres, approximately 36 state hospitals, 24 Army hospitals and over 1000 private hospitals. 20 percent of these hospitals offered ENT services, where basic audiology services are often directly or indirectly provided. We have less than 10 stand-alone audiology centres in Nigeria at the moment. And many audiology-based appointments, especially in government hospitals, are often booked ahead by patients for required services to be provided at the day of visitation to the hospital. Comparatively, audiological services in Nigeria are some of the cheapest you can find anywhere in the world. The most expensive services, such as full audiological screening, are less than seventy dollars (USD 70) in government hospitals and less than one hundred and thirty dollars (USD 130) in private settings. ===Professionals=== Currently, there are less than 200 licensed practising audiologists in Nigeria. However, more than 1000 professionals interact with individuals with hearing loss in the country, from ENT doctors to nurses and general physicians. Nonetheless, this figure remain extremely low compared to the country’s population and hearing intervention needs. ===Professional Regulatory Bodies=== *Medical Rehabilitation Therapist Board of Nigeria (MRTBN) is a professional body licensed to regulate all rehabilitation professions in the country. MRTB was established as an arm of the ministry of health by Decree 38 of 1988/Acts M9 LFN 2004 for the regulation and control of seven (7) professions in the Health Sector in Nigeria. Its responsibilities include, among others: license renewal, registration and induction of graduates, conducting curricula and continuous professional development (CPD), controlling quackery, conducting research, organizing events, etc. [https://www.mrtb.gov.ng/en MRTBN] *[https://spaan.org.ng Speech Pathologists and Audiologists Association in Nigeria] (SPAAN) was established by the Department of Special Education, University of Ibadan, Oyo State, which incidentally is the first training institution to have an audiology program. SPAAN’s responsibilities are to accredit training and programs as well as ensure ethical standards in the practice of audiology for both paramedics and those in academia. [https://spaan.org.ng/ SPAAN] *[https://nigeriaaudiology.org/about/ Nigerian Audiology Association] is another professional audiology association in Nigeria. It was established in 2013 basically for audiologists trained outside Nigeria. It has less than 10 members, and the majority are based outside Nigeria; this has limited its activities in the country. The Nigerian Audiology Association registered in 2013 and had its first annual national conference in the year 2015, which attracted audiology practitioners across the West Africa sub-region, particularly Ghana. This conference attracted all the service chiefs of the Nigerian Armed forces, Vice President of a foremost private university and a former Governor of a state who proudly wears his hearing aid/Cochlea Implant (He was represented by his commissioner for health) ===Scope of Practice and Licensing=== Practicing audiologists in Nigeria are currently licensed by the Medical Rehabilitation Therapists Board of Nigeria (MRTBN) by first being inducted into the board through registration after completion of educational training. There’s also an examination for foreign-trained audiologists to certify their level of knowledge and skill before being licensed by the Board. This license is renewable annually with adequate proofs of completion of Continuous Professional Development (CPD) course. ===Services Offered by Otolaryngologists, Otologists & Otoneurologists=== Virtually all audiology units or centres in government hospitals in Nigeria are established under ENT. Otolaryngologists are often in charge of procedures related to surgeries, treatment of diseases and infections, as well as prescription of drugs. Cerumen and foreign bodies in the ears are essentially reserved for ENT nurses and, in rare cases, audiologists. ===Audiological Services=== The scope of audiological services provided in the country is quite vast even with the limited number of audiologists and testing centres in the country. Services within the realm of Audiology available in Nigeria include the following: *Puretone Audiometry *Tympanometry *Otoacoustic Emission (OAE) *Auditory Brainstem Response (ABR) *Impedance Audiometry *Hearing Rehabilitation *Hearing Aid Dispensing *Intraoperative monitoring and mapping *Vestibular assessment and rehabilitation (few centres) One major area Nigeria has underperformed over the years is the implementation of Universal Newborn Hearing Screening. Until date, Nigeria is still struggling to successfully implement and make an infant hearing screening program available and accessible to newborn babies across the country. Only a few privileged children have had the opportunity to be screened over the years, and these are mostly in a few hospitals in the urban areas. Services such as vestibular assessment and management/treatment, tinnitus management, intraoperative monitoring during cochlear implantation, etc. are mostly rendered by private audiology centres. '''Awareness Creation''' The issue of public awareness about audiology services remains largely unaddressed across the country. Even among health professionals, awareness and knowledge level of audiology services is still low (Ikong et al., 2024). This is also reinforced by the limited number of audiologists, ENT doctors, and testing centres in the country. '''Mobile Audiology Services Available''' There are currently no designated or established government-owned mobile audiology services in the country except a few private hearing clinics such as Decibel Hearing Consultants, BSA Hearing and Speech Centre, Nigerbell Speech and Hearing Centre, etc., whose costs are often high and unaffordable for the majority of individuals in rural communities.{{HTitle|Audiology Charities}}Numerous organizations have contributed positively over the years to improve access to Audiology services in the country. Most of these contributions are often on a piecemeal scale. However, some organizations with remarkable impact in the country towards Audiology services include the following: *Rotary International *Vintage hearing foundation (NGO) *IshK hearing Centre/foundation *Starkey Hearing foundation *Kemi Remi-Dairo Hearing Foundation (NGO) {{HTitle|Challenges, Opportunities and Notes}} ===Challenges=== *Lack of awareness about Audiology services *Absence of testing centres in rural communities *Negative attitudes and perceptions by majority towards hearing care interventions *Lack of sensitization programs and campaigns on Audiology services *Gross inadequacy of audiologist training institutions *Lack of state-of-the-art facilities and equipment *Inadequately trained audiologists in the country *Lack of extensive research covering all aspects of Audiology *Lack of audiology outreaches *Only few hospitals extend test beyond pure tone audiometry, tympanometry, and otoacoustic emission tests ===Opportunities=== Nigerian population is a rich opportunity for audiology services and professionals to leverage on. {{HTitle|External links}} * National Bureau of Statistics. [https://nigerianstat.gov.ng/elibrary/read/1241207 Demographic Statistics Bulletin 2021]. * [https://worldpopulationreview.com/ World Population Review], by Country 2024. https://worldpopulationreview.com/ * Worldometer, 2024. [https://www.worldometers.info/world-population/nigeria-population/ Nigeria Population Live]. * World Health Organization. [http://www.who.int/deafness/world-hearing-day/whd-2018/en/ Addressing the rising prevalence of hearing loss] (2018). * [https://www.mrtb.gov.ng/en Medical Rehabilitation Therapists Board of Nigeria]. * Ikong M.A et al. [https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A. Awareness and Knowledge Level of Audiology and Speech-Language Pathology/Therapy among university students in Nigeria]. International Journal of Speech and Audiology; 2024:5(2):37-42. * The [https://health.gov.ng/public-health-policies/ Federal Republic of Nigeria Ministry of Health]. National Policy and Strategic Plan for Ear and Hearing Care 2019-2023. * Owolawi W.O. Historical Account of Audiology in Nigeria. [https://ialpglobal.org/ IALP] Newsletter (2024) {{HTitle|References}} {{reflist}} {{:Global Audiology/Authors-1|Dele Owolawi|2=https://unimed.edu.ng/staff/profile.php?sid=693}} {{:Global Audiology/footer}} ''Edited in part by'' [http://linkedin.com/in/joyce-rodvie-sagun-4691bb182 Joyce Rodvie Sagun] [[Category:Audiology]] [[Category:Nigeria]] iippfeka0jqdfda61qr9pgcwxvb5fbd 2829101 2829095 2026-08-28T14:17:04Z TMorata 860721 correcting format of reference 2829101 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Africa/Header}}{{CountryHeader|File:Nigeria (orthographic projection).svg|https://en.wikipedia.org/wiki/Nigeria}}{{HTitle|Brief Country Information }} [[W:Nigeria|Nigeria]], officially the Federal Republic of Nigeria, is a country in West Africa. It is situated between the Sahel to the north and the Gulf of Guinea in the Atlantic Ocean to the south. Nigeria is a multinational state inhabited by more than 250 ethnic groups speaking 500 distinct languages. The official language is English, chosen to facilitate linguistic unity at the national level. {{HTitle|Incidence and Prevalence of Hearing Loss}}Nigeria as a country records widespread incidences of hearing loss annually, and the majority of these remain untreated. While specific nationwide data is limited there are some recent regional or subgroup specific estimates of the prevalence and incidence of hearing loss. A study conducted in North Central Nigeria found a significant prevalence of hearing loss among patients attending an otolaryngology clinic. The prevalence of sensorineural hearing loss (SNHL) was notably high, with 24-28% of patients affected, which is higher than global estimates of 1.7-8.4%. <ref>{{Cite journal|last=Ma’an|first=Nuhu D.|last2=Turaki|first2=Ishaku|last3=Shwe|first3=David|last4=Nansak|first4=Bulus|last5=Babson|first5=Benjamin|last6=Gomerep|first6=Simji|last7=Malaya|first7=Lauren|last8=Moffatt|first8=David|last9=Shakibai|first9=Nasim|date=2023-04-25|editor-last=Robinson|editor-first=Julia|title=Analysis of sensorineural hearing loss in patients attending an an otolaryngology clinic in North Central Nigeria|url=https://dx.plos.org/10.1371/journal.pgph.0000685|journal=PLOS Global Public Health|language=en|volume=3|issue=4|pages=e0000685|doi=10.1371/journal.pgph.0000685|issn=2767-3375|pmc=10128921|pmid=37097989}}</ref> The incidence of hearing impairment in children being treated at a private audiology clinic in Port Harcourt was significant, with 48.9% of the children showing evidence of hearing impairment.<ref>{{Cite journal|last=Alikor|first=E. a. D.|last2=Otana|first2=A. O.|date=2005|title=Pattern of childhood deafness in an audiologic centre in Port Harcourt, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/16350704|journal=Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria|volume=14|issue=3|pages=307–310|issn=1115-2613|pmid=16350704}}</ref> The majority of these cases were of profound or severe severity. Rates reaching 47%, 57% and 87% were reported among individuals affected respectively by diabetes, HIV or chronic kidney disease.<ref>{{Cite journal|last=Nwosu|first=Jones Ndubuisi|last2=Chime|first2=Ethel Nkechi|date=2017-05-02|title=Hearing thresholds in adult Nigerians with diabetes mellitus: a case&ndash;control study|url=https://www.dovepress.com/hearing-thresholds-in-adult-nigerians-with-diabetes-mellitus-a-case-co-peer-reviewed-fulltext-article-DMSO|journal=Diabetes, Metabolic Syndrome and Obesity|language=English|volume=10|pages=155–160|doi=10.2147/DMSO.S128502}}</ref> <ref>{{Cite journal|last=Alabi|first=B. S.|last2=Salami|first2=A. K.|last3=Afolabi|first3=O. A.|last4=Aremu|first4=S. K.|last5=Olawumi|first5=H. O.|last6=Odeigah|first6=L. O.|last7=Akande|first7=H. J.|date=2013|title=Otologic and audiological evaluation among HIV patients in Ilorin, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/24579491|journal=Nigerian Quarterly Journal of Hospital Medicine|volume=23|issue=1|pages=29–32|issn=0189-2657|pmid=24579491}}</ref> <ref>{{Cite journal|last=Fufore|first=MohammedBello|last2=Kirfi|first2=AbdullahiMusa|last3=Salisu|first3=AbubakarDanjuma|last4=Samdi|first4=ThomasMusa|last5=Abubakar|first5=AbdulhameedBala|last6=Onakoya|first6=PaulAdekunle|date=2019|title=Prevalence and pattern of hearing loss in patients with chronic kidney disease in Kaduna, Northwestern Nigeria|url=http://www.indianjotol.org/text.asp?2019/25/4/201/272254|journal=Indian Journal of Otology|language=en|volume=25|issue=4|pages=201|doi=10.4103/indianjotol.INDIANJOTOL_94_19|issn=0971-7749}}</ref> A study among sawmillers in Kaduna found a prevalence of SNHL at 26.7%, with noise levels at the workplace ranging from 85 to 105 dB.<ref>{{Cite journal|last=Abubakar|first=TijjaniSa'idu|last2=Labaran|first2=AbimikuSolomon|last3=Mohammed|first3=GarbaMainasara|last4=Kirfi|first4=AbdullahiMusa|last5=Nwaorgu|first5=OnyekwereGeorge Benjamin|date=2016|title=Hearing threshold of sawmillers in Kaduna, Nigeria|url=http://www.indianjotol.org/text.asp?2016/22/3/152/187974|journal=Indian Journal of Otology|language=en|volume=22|issue=3|pages=152|doi=10.4103/0971-7749.187974|issn=0971-7749}}</ref> In the Yoruba-speaking regions, the prevalence of hearing impairment among individuals aged 65 and older was found to be 6.1.<ref>{{Cite journal|last=Lasisi|first=Akeem O.|last2=Abiona|first2=Taiwo|last3=Gureje|first3=Oye|date=2010-08|title=The prevalence and correlates of self-reported hearing impairment in the Ibadan Study of Ageing|url=https://academic.oup.com/trstmh/article-lookup/doi/10.1016/j.trstmh.2010.03.009|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|language=en|volume=104|issue=8|pages=518–523|doi=10.1016/j.trstmh.2010.03.009|pmc=2904808|pmid=20462622}}</ref> Increasing age was associated with a higher prevalence of hearing impairment. of 15 years had evidence of hearing impairment. The World Health Organization (WHO) reported in 2018 that Nigeria has 8.5 million people with disabling hearing loss, and this excludes individuals with unilateral or mild hearing loss. With an estimated 2 percent annual increase in population ([https://www.worldometers.info/%20Worldometer%20-%20real%20time%20world%20statistics Worldometer], 2024) in addition to improvement in average life expectancy, this figure is likely to have increased to approximately 10–12 million people in 2024. Hence, WHO has also estimated that the figure in Africa would have risen from 40 million in 2023 to 54 million by 2030. {{HTitle|Information About Audiology and Aural Care}} === History === Audiology is relatively new in Nigeria compared to some Western and other countries like USA. However, the practice of audiology is traced back to the 1960s post-world rehabilitation programs and services. Historical account revealed that Special Education department was established in the 1976–1977 academic session. Audiology, along with four other programs, started as a three-year bachelor’s program, which was subsequently upgraded to a four-year program in the 1987/1988 academic session. The University of Jos Hearing Handicap program is another program identified with Audiology, as some students often learned some aspects of the field. Recently, the Federal University of Health Sciences Ila, Orangun Osun State, and the University of Medical Sciences Ondo State are the latest institutions that have been accredited by the National University Commission (NUC) to commence full-fledged Audiology programs in a medical/health institution in 2022.<ref>{{Cite journal|last=Agbu|first=Ikong Michael|last2=Oluwadunni|first2=James Ruth|last3=Agbonmeire|first3=Ademola-Sokoya Grace|last4=Grace|first4=Ogunniyi|last5=Ogechi|first5=Dr. Akpalaba Immaculata|last6=Oyetunde|first6=Dr. Olarinoye Timothy|last7=Oyedele|first7=Owolawi Wahab|last8=Abiola|first8=Ademokoya Julius|date=2024-07-01|title=Awareness and knowledge level of audiology and speech language pathology/therapy among university students in Nigeria|url=https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A.60|journal=International Journal of Speech and Audiology|volume=5|issue=2|pages=37–42|doi=10.22271/27103846.2024.v5.i2a.60}}</ref> === Education === Only three Universities have been licensed by the National University Commission (NUC) so far. University of Ibadan Special Education Oyo State, Federal University of Health Science Ila, Orangun, Osun State and University of Medical Sciences Ondo State. The last institutions have just been approved and are yet to produce a single Audiology graduate until the next 3-4 years. Conversely, the University of Ibadan Audiology program is domiciled in Special Education and not a stand-alone department like the other two and this has several shortfalls over the years, especially regarding the placement and remuneration of graduates from the institution. Audiology program in the University of Ibadan has undergraduates, Master’s and PhD degrees dating back to 20 years ago. === Audiology Practice: Public and Private === Audiology practice in Nigeria has gained relatively wide acceptance in many urban settings. There are a fairly sizeable number of testing centres or audiology units in Nigeria currently, all located in urban settings. Nigeria presently boasts 20 federal hospitals, 22 federal medical centres, approximately 36 state hospitals, 24 Army hospitals and over 1000 private hospitals. 20 percent of these hospitals offered ENT services, where basic audiology services are often directly or indirectly provided. We have less than 10 stand-alone audiology centres in Nigeria at the moment. And many audiology-based appointments, especially in government hospitals, are often booked ahead by patients for required services to be provided at the day of visitation to the hospital. Comparatively, audiological services in Nigeria are some of the cheapest you can find anywhere in the world. The most expensive services, such as full audiological screening, are less than seventy dollars (USD 70) in government hospitals and less than one hundred and thirty dollars (USD 130) in private settings. ===Professionals=== Currently, there are less than 200 licensed practising audiologists in Nigeria. However, more than 1000 professionals interact with individuals with hearing loss in the country, from ENT doctors to nurses and general physicians. Nonetheless, this figure remain extremely low compared to the country’s population and hearing intervention needs. ===Professional Regulatory Bodies=== *Medical Rehabilitation Therapist Board of Nigeria (MRTBN) is a professional body licensed to regulate all rehabilitation professions in the country. MRTB was established as an arm of the ministry of health by Decree 38 of 1988/Acts M9 LFN 2004 for the regulation and control of seven (7) professions in the Health Sector in Nigeria. Its responsibilities include, among others: license renewal, registration and induction of graduates, conducting curricula and continuous professional development (CPD), controlling quackery, conducting research, organizing events, etc. [https://www.mrtb.gov.ng/en MRTBN] *[https://spaan.org.ng Speech Pathologists and Audiologists Association in Nigeria] (SPAAN) was established by the Department of Special Education, University of Ibadan, Oyo State, which incidentally is the first training institution to have an audiology program. SPAAN’s responsibilities are to accredit training and programs as well as ensure ethical standards in the practice of audiology for both paramedics and those in academia. [https://spaan.org.ng/ SPAAN] *[https://nigeriaaudiology.org/about/ Nigerian Audiology Association] is another professional audiology association in Nigeria. It was established in 2013 basically for audiologists trained outside Nigeria. It has less than 10 members, and the majority are based outside Nigeria; this has limited its activities in the country. The Nigerian Audiology Association registered in 2013 and had its first annual national conference in the year 2015, which attracted audiology practitioners across the West Africa sub-region, particularly Ghana. This conference attracted all the service chiefs of the Nigerian Armed forces, Vice President of a foremost private university and a former Governor of a state who proudly wears his hearing aid/Cochlea Implant (He was represented by his commissioner for health) ===Scope of Practice and Licensing=== Practicing audiologists in Nigeria are currently licensed by the Medical Rehabilitation Therapists Board of Nigeria (MRTBN) by first being inducted into the board through registration after completion of educational training. There’s also an examination for foreign-trained audiologists to certify their level of knowledge and skill before being licensed by the Board. This license is renewable annually with adequate proofs of completion of Continuous Professional Development (CPD) course. ===Services Offered by Otolaryngologists, Otologists & Otoneurologists=== Virtually all audiology units or centres in government hospitals in Nigeria are established under ENT. Otolaryngologists are often in charge of procedures related to surgeries, treatment of diseases and infections, as well as prescription of drugs. Cerumen and foreign bodies in the ears are essentially reserved for ENT nurses and, in rare cases, audiologists. ===Audiological Services=== The scope of audiological services provided in the country is quite vast even with the limited number of audiologists and testing centres in the country. Services within the realm of Audiology available in Nigeria include the following: *Puretone Audiometry *Tympanometry *Otoacoustic Emission (OAE) *Auditory Brainstem Response (ABR) *Impedance Audiometry *Hearing Rehabilitation *Hearing Aid Dispensing *Intraoperative monitoring and mapping *Vestibular assessment and rehabilitation (few centres) One major area Nigeria has underperformed over the years is the implementation of Universal Newborn Hearing Screening. Until date, Nigeria is still struggling to successfully implement and make an infant hearing screening program available and accessible to newborn babies across the country. Only a few privileged children have had the opportunity to be screened over the years, and these are mostly in a few hospitals in the urban areas. Services such as vestibular assessment and management/treatment, tinnitus management, intraoperative monitoring during cochlear implantation, etc. are mostly rendered by private audiology centres. '''Awareness Creation''' The issue of public awareness about audiology services remains largely unaddressed across the country. Even among health professionals, awareness and knowledge level of audiology services is still low (Ikong et al., 2024). This is also reinforced by the limited number of audiologists, ENT doctors, and testing centres in the country. '''Mobile Audiology Services Available''' There are currently no designated or established government-owned mobile audiology services in the country except a few private hearing clinics such as Decibel Hearing Consultants, BSA Hearing and Speech Centre, Nigerbell Speech and Hearing Centre, etc., whose costs are often high and unaffordable for the majority of individuals in rural communities.{{HTitle|Audiology Charities}}Numerous organizations have contributed positively over the years to improve access to Audiology services in the country. Most of these contributions are often on a piecemeal scale. However, some organizations with remarkable impact in the country towards Audiology services include the following: *Rotary International *Vintage hearing foundation (NGO) *IshK hearing Centre/foundation *Starkey Hearing foundation *Kemi Remi-Dairo Hearing Foundation (NGO) {{HTitle|Challenges, Opportunities and Notes}} ===Challenges=== *Lack of awareness about Audiology services *Absence of testing centres in rural communities *Negative attitudes and perceptions by majority towards hearing care interventions *Lack of sensitization programs and campaigns on Audiology services *Gross inadequacy of audiologist training institutions *Lack of state-of-the-art facilities and equipment *Inadequately trained audiologists in the country *Lack of extensive research covering all aspects of Audiology *Lack of audiology outreaches *Only few hospitals extend test beyond pure tone audiometry, tympanometry, and otoacoustic emission tests ===Opportunities=== Nigerian population is a rich opportunity for audiology services and professionals to leverage on. {{HTitle|External links}} * National Bureau of Statistics. [https://nigerianstat.gov.ng/elibrary/read/1241207 Demographic Statistics Bulletin 2021]. * [https://worldpopulationreview.com/ World Population Review], by Country 2024. https://worldpopulationreview.com/ * Worldometer, 2024. [https://www.worldometers.info/world-population/nigeria-population/ Nigeria Population Live]. * World Health Organization. [http://www.who.int/deafness/world-hearing-day/whd-2018/en/ Addressing the rising prevalence of hearing loss] (2018). * [https://www.mrtb.gov.ng/en Medical Rehabilitation Therapists Board of Nigeria]. * Ikong M.A et al. [https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A. Awareness and Knowledge Level of Audiology and Speech-Language Pathology/Therapy among university students in Nigeria]. International Journal of Speech and Audiology; 2024:5(2):37-42. * The [https://health.gov.ng/public-health-policies/ Federal Republic of Nigeria Ministry of Health]. National Policy and Strategic Plan for Ear and Hearing Care 2019-2023. * Owolawi W.O. Historical Account of Audiology in Nigeria. [https://ialpglobal.org/ IALP] Newsletter (2024) {{HTitle|References}} {{reflist}} {{:Global Audiology/Authors-1|Dele Owolawi|2=https://unimed.edu.ng/staff/profile.php?sid=693}} {{:Global Audiology/footer}} ''Edited in part by'' [http://linkedin.com/in/joyce-rodvie-sagun-4691bb182 Joyce Rodvie Sagun] [[Category:Audiology]] [[Category:Nigeria]] seydqm2zib24s997yetpo70nbredce5 2829103 2829101 2026-08-28T14:23:45Z TMorata 860721 added statement 2829103 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Africa/Header}}{{CountryHeader|File:Nigeria (orthographic projection).svg|https://en.wikipedia.org/wiki/Nigeria}}{{HTitle|Brief Country Information }} [[W:Nigeria|Nigeria]], officially the Federal Republic of Nigeria, is a country in West Africa. It is situated between the Sahel to the north and the Gulf of Guinea in the Atlantic Ocean to the south. Nigeria is a multinational state inhabited by more than 250 ethnic groups speaking 500 distinct languages. The official language is English, chosen to facilitate linguistic unity at the national level. {{HTitle|Incidence and Prevalence of Hearing Loss}}Nigeria as a country records widespread incidences of hearing loss annually, and the majority of these remain untreated. While specific nationwide data is limited there are some recent regional or subgroup specific estimates of the prevalence and incidence of hearing loss. A study conducted in North Central Nigeria found a significant prevalence of hearing loss among patients attending an otolaryngology clinic. The prevalence of sensorineural hearing loss (SNHL) was notably high, with 24-28% of patients affected, which is higher than global estimates of 1.7-8.4%. <ref>{{Cite journal|last=Ma’an|first=Nuhu D.|last2=Turaki|first2=Ishaku|last3=Shwe|first3=David|last4=Nansak|first4=Bulus|last5=Babson|first5=Benjamin|last6=Gomerep|first6=Simji|last7=Malaya|first7=Lauren|last8=Moffatt|first8=David|last9=Shakibai|first9=Nasim|date=2023-04-25|editor-last=Robinson|editor-first=Julia|title=Analysis of sensorineural hearing loss in patients attending an an otolaryngology clinic in North Central Nigeria|url=https://dx.plos.org/10.1371/journal.pgph.0000685|journal=PLOS Global Public Health|language=en|volume=3|issue=4|pages=e0000685|doi=10.1371/journal.pgph.0000685|issn=2767-3375|pmc=10128921|pmid=37097989}}</ref> The incidence of hearing impairment in children being treated at a private audiology clinic in Port Harcourt was significant, with 48.9% of the children showing evidence of hearing impairment.<ref>{{Cite journal|last=Alikor|first=E. a. D.|last2=Otana|first2=A. O.|date=2005|title=Pattern of childhood deafness in an audiologic centre in Port Harcourt, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/16350704|journal=Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria|volume=14|issue=3|pages=307–310|issn=1115-2613|pmid=16350704}}</ref> The majority of these cases were of profound or severe severity. Rates reaching 47%, 57% and 87% were reported among individuals affected respectively by diabetes, HIV or chronic kidney disease.<ref>{{Cite journal|last=Nwosu|first=Jones Ndubuisi|last2=Chime|first2=Ethel Nkechi|date=2017-05-02|title=Hearing thresholds in adult Nigerians with diabetes mellitus: a case&ndash;control study|url=https://www.dovepress.com/hearing-thresholds-in-adult-nigerians-with-diabetes-mellitus-a-case-co-peer-reviewed-fulltext-article-DMSO|journal=Diabetes, Metabolic Syndrome and Obesity|language=English|volume=10|pages=155–160|doi=10.2147/DMSO.S128502}}</ref> <ref>{{Cite journal|last=Alabi|first=B. S.|last2=Salami|first2=A. K.|last3=Afolabi|first3=O. A.|last4=Aremu|first4=S. K.|last5=Olawumi|first5=H. O.|last6=Odeigah|first6=L. O.|last7=Akande|first7=H. J.|date=2013|title=Otologic and audiological evaluation among HIV patients in Ilorin, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/24579491|journal=Nigerian Quarterly Journal of Hospital Medicine|volume=23|issue=1|pages=29–32|issn=0189-2657|pmid=24579491}}</ref> <ref>{{Cite journal|last=Fufore|first=MohammedBello|last2=Kirfi|first2=AbdullahiMusa|last3=Salisu|first3=AbubakarDanjuma|last4=Samdi|first4=ThomasMusa|last5=Abubakar|first5=AbdulhameedBala|last6=Onakoya|first6=PaulAdekunle|date=2019|title=Prevalence and pattern of hearing loss in patients with chronic kidney disease in Kaduna, Northwestern Nigeria|url=http://www.indianjotol.org/text.asp?2019/25/4/201/272254|journal=Indian Journal of Otology|language=en|volume=25|issue=4|pages=201|doi=10.4103/indianjotol.INDIANJOTOL_94_19|issn=0971-7749}}</ref> A study among sawmillers in Kaduna found a prevalence of SNHL at 26.7%, with noise levels at the workplace ranging from 85 to 105 dB.<ref>{{Cite journal|last=Abubakar|first=TijjaniSa'idu|last2=Labaran|first2=AbimikuSolomon|last3=Mohammed|first3=GarbaMainasara|last4=Kirfi|first4=AbdullahiMusa|last5=Nwaorgu|first5=OnyekwereGeorge Benjamin|date=2016|title=Hearing threshold of sawmillers in Kaduna, Nigeria|url=http://www.indianjotol.org/text.asp?2016/22/3/152/187974|journal=Indian Journal of Otology|language=en|volume=22|issue=3|pages=152|doi=10.4103/0971-7749.187974|issn=0971-7749}}</ref> In the Yoruba-speaking regions, the prevalence of hearing impairment among individuals aged 65 and older was found to be 6.1.<ref>{{Cite journal|last=Lasisi|first=Akeem O.|last2=Abiona|first2=Taiwo|last3=Gureje|first3=Oye|date=2010-08|title=The prevalence and correlates of self-reported hearing impairment in the Ibadan Study of Ageing|url=https://academic.oup.com/trstmh/article-lookup/doi/10.1016/j.trstmh.2010.03.009|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|language=en|volume=104|issue=8|pages=518–523|doi=10.1016/j.trstmh.2010.03.009|pmc=2904808|pmid=20462622}}</ref> Increasing age was associated with a higher prevalence of hearing impairment. of 15 years had evidence of hearing impairment. The World Health Organization (WHO) reported in 2018 that Nigeria has 8.5 million people with disabling hearing loss, and this excludes individuals with unilateral or mild hearing loss. With an estimated 2 percent annual increase in population ([https://www.worldometers.info/%20Worldometer%20-%20real%20time%20world%20statistics Worldometer], 2024) in addition to improvement in average life expectancy, this figure is likely to have increased to approximately 10–12 million people in 2024. Hence, WHO has also estimated that the figure in Africa would have risen from 40 million in 2023 to 54 million by 2030. {{HTitle|Information About Audiology and Aural Care}} === History === Audiology is relatively new in Nigeria compared to some Western and other countries like USA. However, the practice of audiology is traced back to the 1960s post-world rehabilitation programs and services. Historical account revealed that Special Education department was established in the 1976–1977 academic session. Audiology, along with four other programs, started as a three-year bachelor’s program, which was subsequently upgraded to a four-year program in the 1987/1988 academic session. The University of Jos Hearing Handicap program is another program identified with Audiology, as some students often learned some aspects of the field. Recently, the Federal University of Health Sciences Ila, Orangun Osun State, and the University of Medical Sciences Ondo State are the latest institutions that have been accredited by the National University Commission (NUC) to commence full-fledged Audiology programs in a medical/health institution in 2022.<ref>{{Cite journal|last=Agbu|first=Ikong Michael|last2=Oluwadunni|first2=James Ruth|last3=Agbonmeire|first3=Ademola-Sokoya Grace|last4=Grace|first4=Ogunniyi|last5=Ogechi|first5=Dr. Akpalaba Immaculata|last6=Oyetunde|first6=Dr. Olarinoye Timothy|last7=Oyedele|first7=Owolawi Wahab|last8=Abiola|first8=Ademokoya Julius|date=2024-07-01|title=Awareness and knowledge level of audiology and speech language pathology/therapy among university students in Nigeria|url=https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A.60|journal=International Journal of Speech and Audiology|volume=5|issue=2|pages=37–42|doi=10.22271/27103846.2024.v5.i2a.60}}</ref> === Education === Only three Universities have been licensed by the National University Commission (NUC) so far. University of Ibadan Special Education Oyo State, Federal University of Health Science Ila, Orangun, Osun State and University of Medical Sciences Ondo State. The last institutions have just been approved and are yet to produce a single Audiology graduate until the next 3-4 years. Conversely, the University of Ibadan Audiology program is domiciled in Special Education and not a stand-alone department like the other two and this has several shortfalls over the years, especially regarding the placement and remuneration of graduates from the institution. Audiology program in the University of Ibadan has undergraduates, Master’s and PhD degrees dating back to 20 years ago. === Audiology Practice: Public and Private === Audiology practice in Nigeria has gained relatively wide acceptance in many urban settings. There are a fairly sizeable number of testing centres or audiology units in Nigeria currently, all located in urban settings. Nigeria presently boasts 20 federal hospitals, 22 federal medical centres, approximately 36 state hospitals, 24 Army hospitals and over 1000 private hospitals. 20 percent of these hospitals offered ENT services, where basic audiology services are often directly or indirectly provided. We have less than 10 stand-alone audiology centres in Nigeria at the moment. And many audiology-based appointments, especially in government hospitals, are often booked ahead by patients for required services to be provided at the day of visitation to the hospital. Comparatively, audiological services in Nigeria are some of the cheapest you can find anywhere in the world. The most expensive services, such as full audiological screening, are less than seventy dollars (USD 70) in government hospitals and less than one hundred and thirty dollars (USD 130) in private settings. ===Professionals=== Currently, there are less than 200 licensed practising audiologists in Nigeria. However, more than 1000 professionals interact with individuals with hearing loss in the country, from ENT doctors to nurses and general physicians. Nonetheless, this figure remain extremely low compared to the country’s population and hearing intervention needs. ===Professional Regulatory Bodies=== *Medical Rehabilitation Therapist Board of Nigeria (MRTBN) is a professional body licensed to regulate all rehabilitation professions in the country. MRTB was established as an arm of the ministry of health by Decree 38 of 1988/Acts M9 LFN 2004 for the regulation and control of seven (7) professions in the Health Sector in Nigeria. Its responsibilities include, among others: license renewal, registration and induction of graduates, conducting curricula and continuous professional development (CPD), controlling quackery, conducting research, organizing events, etc. [https://www.mrtb.gov.ng/en MRTBN] *[https://spaan.org.ng Speech Pathologists and Audiologists Association in Nigeria] (SPAAN) was established by the Department of Special Education, University of Ibadan, Oyo State, which incidentally is the first training institution to have an audiology program. SPAAN’s responsibilities are to accredit training and programs as well as ensure ethical standards in the practice of audiology for both paramedics and those in academia. [https://spaan.org.ng/ SPAAN] *[https://nigeriaaudiology.org/about/ Nigerian Audiology Association] is another professional audiology association in Nigeria. It was established in 2013 basically for audiologists trained outside Nigeria. It has less than 10 members, and the majority are based outside Nigeria; this has limited its activities in the country. The Nigerian Audiology Association registered in 2013 and had its first annual national conference in the year 2015, which attracted audiology practitioners across the West Africa sub-region, particularly Ghana. This conference attracted all the service chiefs of the Nigerian Armed forces, Vice President of a foremost private university and a former Governor of a state who proudly wears his hearing aid/Cochlea Implant (He was represented by his commissioner for health) ===Scope of Practice and Licensing=== Practicing audiologists in Nigeria are currently licensed by the Medical Rehabilitation Therapists Board of Nigeria (MRTBN) by first being inducted into the board through registration after completion of educational training. There’s also an examination for foreign-trained audiologists to certify their level of knowledge and skill before being licensed by the Board. This license is renewable annually with adequate proofs of completion of Continuous Professional Development (CPD) course. ===Services Offered by Otolaryngologists, Otologists & Otoneurologists=== Virtually all audiology units or centres in government hospitals in Nigeria are established under ENT. Otolaryngologists are often in charge of procedures related to surgeries, treatment of diseases and infections, as well as prescription of drugs. Cerumen and foreign bodies in the ears are essentially reserved for ENT nurses and, in rare cases, audiologists. ===Audiological Services=== The scope of audiological services provided in the country is quite vast even with the limited number of audiologists and testing centres in the country. Services within the realm of Audiology available in Nigeria include the following: *Puretone Audiometry *Tympanometry *Otoacoustic Emission (OAE) *Auditory Brainstem Response (ABR) *Impedance Audiometry *Hearing Rehabilitation *Hearing Aid Dispensing *Intraoperative monitoring and mapping *Vestibular assessment and rehabilitation (few centres) One major area Nigeria has underperformed over the years is the implementation of Universal Newborn Hearing Screening. Until date, Nigeria is still struggling to successfully implement and make an infant hearing screening program available and accessible to newborn babies across the country. Only a few privileged children have had the opportunity to be screened over the years, and these are mostly in a few hospitals in the urban areas. Services such as vestibular assessment and management/treatment, tinnitus management, intraoperative monitoring during cochlear implantation, etc. are mostly rendered by private audiology centres. '''Awareness Creation''' The issue of public awareness about audiology services remains largely unaddressed across the country. Even among health professionals, awareness and knowledge level of audiology services is still low (Ikong et al., 2024). This is also reinforced by the limited number of audiologists, ENT doctors, and testing centres in the country. '''Mobile Audiology Services Available''' There are currently no designated or established government-owned mobile audiology services in the country except a few private hearing clinics such as Decibel Hearing Consultants, BSA Hearing and Speech Centre, Nigerbell Speech and Hearing Centre, etc., whose costs are often high and unaffordable for the majority of individuals in rural communities.{{HTitle|Audiology Charities}}Numerous organizations have contributed positively over the years to improve access to Audiology services in the country. Most of these contributions are often on a piecemeal scale. However, some organizations with remarkable impact in the country towards Audiology services include the following: *Rotary International *Vintage hearing foundation (NGO) *IshK hearing Centre/foundation *Starkey Hearing foundation *Kemi Remi-Dairo Hearing Foundation (NGO) {{HTitle|Challenges, Opportunities and Notes}} ===Challenges=== The challenge of delivering hearing care in Nigeria is shard by many other countries and involve: *Lack of awareness about Audiology services *Absence of testing centres in rural communities *Negative attitudes and perceptions by majority towards hearing care interventions *Lack of sensitization programs and campaigns on Audiology services *Gross inadequacy of audiologist training institutions *Lack of state-of-the-art facilities and equipment *Inadequately trained audiologists in the country *Lack of extensive research covering all aspects of Audiology *Lack of audiology outreaches *Only few hospitals extend test beyond pure tone audiometry, tympanometry, and otoacoustic emission tests ===Opportunities=== Opportunities to improve heariing care for the Nigerian population, like is the case for many countries, include: *Expanding the use of mobile health technologies and telehealth for hearing care in remote areas *Training local personnel to ensure sustainable hearing healthcare delivery *Addressing preventable causes of hearing loss, such as improving perinatal care and reducing noise and ototoxic exposures {{HTitle|External links}} * National Bureau of Statistics. [https://nigerianstat.gov.ng/elibrary/read/1241207 Demographic Statistics Bulletin 2021]. * [https://worldpopulationreview.com/ World Population Review], by Country 2024. https://worldpopulationreview.com/ * Worldometer, 2024. [https://www.worldometers.info/world-population/nigeria-population/ Nigeria Population Live]. * World Health Organization. [http://www.who.int/deafness/world-hearing-day/whd-2018/en/ Addressing the rising prevalence of hearing loss] (2018). * [https://www.mrtb.gov.ng/en Medical Rehabilitation Therapists Board of Nigeria]. * Ikong M.A et al. [https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A. Awareness and Knowledge Level of Audiology and Speech-Language Pathology/Therapy among university students in Nigeria]. International Journal of Speech and Audiology; 2024:5(2):37-42. * The [https://health.gov.ng/public-health-policies/ Federal Republic of Nigeria Ministry of Health]. National Policy and Strategic Plan for Ear and Hearing Care 2019-2023. * Owolawi W.O. Historical Account of Audiology in Nigeria. [https://ialpglobal.org/ IALP] Newsletter (2024) {{HTitle|References}} {{reflist}} {{:Global Audiology/Authors-1|Dele Owolawi|2=https://unimed.edu.ng/staff/profile.php?sid=693}} {{:Global Audiology/footer}} ''Edited in part by'' [http://linkedin.com/in/joyce-rodvie-sagun-4691bb182 Joyce Rodvie Sagun] [[Category:Audiology]] [[Category:Nigeria]] c0p8t8h18xn01i9xm074dhwb02kyzex 0 316633 2829394 2826451 2026-08-29T09:01:03Z Alandmanson 1669821 /* South African wasp species of Subtribe Larrina Latreille, 1810 (Larrini) */ 2829394 wikitext text/x-wiki = Afrotropical Crabronidae = All [[w:Crabronidae|crabronid]] species known in the [[w:Afrotropical realm|Afrotropics]] are of the subfamily Crabroninae. Several species of the subfamily [[w:Dinetinae|Dinetinae]] are found in Egypt, Tunisia and Algeria ([[w:Palearctic realm|Palearctic]]).<ref name=waspweb>van Noort, S. 2024. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/Crabronidae/Classification/index.htm (accessed on 5 February 2025)</ref> ==South African wasps of Tribe Crabronini== <gallery mode=packed heights=200> Dasyproctus iN 27385880 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Dasyproctus'' sp.]]) </gallery> ==South African wasps of Tribe Larrini== See also: [[African Arthropods/South African wasp species of Subtribe Larrina|South African wasp species of Subtribe Larrina]] <gallery mode=packed heights=200> Dicranorhina kohli.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps (''[[w:Dicranorhina|Dicranorhina kohli]]'') Liris haemorrhoidalis iN 47526569 04.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris |''Liris haemorrhoidalis'']]) Liris on Crassula iN 42678436 01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris |''Liris haemorrhoidalis'']]) Tachysphex specie edit1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' sp.]]) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Tachytes iN 188902572 1964.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachytes |''Tachytes'' sp.]]) </gallery> ==South African wasps of Tribe Miscophini== <gallery mode=packed heights=200> Miscophus kriechbaumeri 2026-03-05.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Miscophus |''Miscophus kriechbaumeri'']]) Paranysson iN 199673489 1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Paranysson|''Paranysson'' sp.]]) </gallery> ==South African wasps of Tribe Oxybelini== <gallery mode=packed heights=200> Oxybelus iN 250449990 2024 10 09 - 02.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) Oxybelus iN 250450006 2024-10-09 07.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) </gallery> ==South African wasps of Tribe Palarini== <gallery mode=packed heights=200> Palarus_Bee_Pirate_iN_144133368_2022-12-01_01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Palarus|''Palarus pentheri'']]) </gallery> ==South African wasps of Tribe Trypoxylini== <gallery mode=packed heights=200> Pison iN 144131685 2022-11-30 03.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Pison|''Pison'' sp.]]) Trypoxylon iN 99063113 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Trypoxylon|''Trypoxylon'' sp.]]) </gallery> ==References== {{reflist}} {{BookCat}} tf3gfcx0ds8fnv32zzs09o3kw8i69is 0 322683 2829051 2829033 2026-08-28T12:14:10Z Ella234567 3109809 added image 2829051 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity'. She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. impulsively affects motivation as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. * It is NOT purely negative it can also help with creativity, decisiveness and spontaneity. * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Spontaneous activity: Cliff Jumping]] The definition of impulsivity varies across scientific research, however, a commonly agreed upon proposition is that impulsivity is a behaviour which poses risk due to a lack of forethought (Evenden, 1999). Various conceptualisations of impulsivity take into consideration the underlying cause of the behaviour, such as the biological basis, personality traits, or cognitive functioning of the individual. Whilst impulsivity can be a spur-of-the-moment reaction, it may also occur as a pattern throughout an individual's lifetime, shaping their decisions and inciting potential harmful consequences. To develop a theoretical model that makes sense of these variations in behaviour, the UPPS scale was developed by Whiteside and Lynam (2001), resulting in five constructs that impulsivity can be measured on: # Negative urgency # Positive urgency # (Lack of) Premeditation: # (Lack of) Perseverance Difficulties # Sensation Seeking When reading about the different types of impulsivity, consider which of these constructs may emerge. === Types of Impulsivity === ==== 1. Response Impulsivity ==== Response impulsivity, also referred to as Rapid-response-impulsivity (RRI), is the urge to make an immediate action without forethought, which is not deemed necessary given the environment (Hamilton et al., 2015). ==== 2. Personality Traits ==== [[wikipedia:List_of_regions_in_the_human_brain|Brain regions]] Pathology ==== 3. Choice Impulsivity ==== Choice impulsivity relates to difficulty with the reward-delay process. A hallmark experiment in the study of reward and delay is known as the [[wikipedia:Stanford_marshmallow_experiment|Stanford Marshmallow Experiment]], which challenges children to pick between receiving one marshmallow immediately, or two marshmallows if they wait. Whilst the validity behind this study is controversial, it brings forth an objective test to observe choice impulsivity. == 2. How do psychological theories explain the effect impulsivity has on emotion? == === Temporal Motivation Theory (Procrastination) === - everyday life example === Delay Discounting === - everyday life example === Impulsivity: Adaptive or maladaptive? === == 3. Strategies to improve impulsivity == === Overcoming addiction === === Therapy === === Improving resilience === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. 55dibg328lu427ei6pnxnbslmcddpv6 2829062 2829051 2026-08-28T12:40:18Z Ella234567 3109809 first heading 2829062 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity'. She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. impulsively affects motivation as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 1.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 1. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) ''<nowiki/>'impulsivity is a predisposition toward rapid, unplanned reactions to internal or external stimuli without considering the negative consequences'''. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. When reading about the different types of impulsivity, consider which of these constructs may emerge. === Types of Impulsivity === ==== 1. Response Impulsivity ==== Response impulsivity, also referred to as Rapid-response-impulsivity (RRI), is the urge to make an immediate action without forethought, which is not deemed necessary given the environment (Hamilton et al., 2015). ==== 2. Personality Traits ==== [[wikipedia:List_of_regions_in_the_human_brain|Brain regions]] Pathology ==== 3. Choice Impulsivity ==== Choice impulsivity relates to difficulty with the reward-delay process. A hallmark experiment in the study of reward and delay is known as the [[wikipedia:Stanford_marshmallow_experiment|Stanford Marshmallow Experiment]], which challenges children to pick between receiving one marshmallow immediately, or two marshmallows if they wait. Whilst the validity behind this study is controversial, it brings forth an objective test to observe choice impulsivity. == 2. How do psychological theories explain the effect impulsivity has on emotion? == === Temporal Motivation Theory (Procrastination) === - everyday life example === Delay Discounting === - everyday life example === Impulsivity: Adaptive or maladaptive? === == 3. Strategies to improve impulsivity == === Overcoming addiction === === Therapy === === Improving resilience === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. 6ay6xmujdk7u38iqvdpw8ngsc7r7w6h 2829077 2829062 2026-08-28T13:05:14Z Ella234567 3109809 2829077 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity'. She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. impulsively affects motivation as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 1.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 1. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>Types of Impulsivity - Barrett Model</u> (Patton et al. 1995) This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. === Temporal Motivation Theory (Procrastination) === - everyday life example === Delay Discounting === - everyday life example === Impulsivity: Adaptive or maladaptive? === == 3. Strategies to improve impulsivity == === Overcoming addiction === === Therapy === === Improving resilience === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. rnbeisz3czmuxwvej1u6zs2qibzg3vm 2829081 2829077 2026-08-28T13:20:44Z Ella234567 3109809 2829081 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity' (see Figure 1.). She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The exciting sport of ice hockey ]] * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. impulsively affects motivation as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - * '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identify triggers === === Mindfulness === === Delayed Rewards === === CBT / therapy === ''Would you consider impulsivity adaptive or maladaptive?'' ==Figures== [[File:Thought bubble.svg|right|140px|thumb]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. 0tj6env3iwn1eb50qtairyinauiqom7 2829083 2829081 2026-08-28T13:33:49Z Ella234567 3109809 2829083 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity' (see Figure 1.). She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The exciting sport of ice hockey ]] * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - * '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === === Mindfulness === === Delayed Rewards === === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. dv0ton3dvfq8e9khllkypi32b8rqijr 2829084 2829083 2026-08-28T13:38:12Z Ella234567 3109809 conclusion 2829084 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity' (see Figure 1.). She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The exciting sport of ice hockey ]] * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - * '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === === Mindfulness === === Delayed Rewards === === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] <quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. n8m0vqpakuvl5a1jmrh24q5h0dpuuhq 2829093 2829084 2026-08-28T14:07:24Z Ella234567 3109809 quiz 2829093 wikitext text/x-wiki {{title|Types of impulsivity - <br>What are the different types of impulsivity and how do they affect motivation?}} ==Overview== {{RoundBoxTop|theme=2}}''Scenario'' "Why do we act before we think?" Bella is trying to study for a final exam and the pressure is on to get a good grade. Her friend texts her inviting her to a hockey game and she immediately says yes and stops her study session - this is an example of 'response impulsivity' (see Figure 1.). She is naturally sensation seeking and spontaneous and while.e this makes her a fun friend to have these 'personality traits' make her behaviour more impulsive. While her study helps her long term goal of graduating, her immediate enjoyment of the hockey takes priority. this is an example of 'choice impulsivity'. All of this reduces her 'motivation' to pursue and prioritise her longer term academic goal. {{RoundBoxBottom}} [[File:Ice Hockey sharks ducks.jpg|thumb|306x306px|Figure 1. The exciting sport of ice hockey ]] * Impulsivity is a tendency to act quickly without considering potential consequences, this could be difficulty resisting urges or making split second decisions, acting reactively or simply thrill seeking. Impulsively affects motivation<ref>{{Cite journal|date=2018|title=Motivation|url=https://doi.org/10.5040/9781350982789|journal=Motivation|doi=10.5040/9781350982789}}</ref> as immediate rewards can become far more appealing than long term successes, this can make it harder to remain focused on the bigger picture. Read more about dysfunctional impulsivity here<ref>{{Cite journal|date=2025-04-22|title=Dysfunctional impulsivity|url=https://en.wikipedia.org/w/index.php?title=Dysfunctional_impulsivity&oldid=1286851256|journal=Wikipedia|language=en}}</ref> * It is <u>NOT</u> purely negative it can also help with creativity, decisiveness and spontaneity (see Figure 2.) * We can help understand how rewards, self control and emotions affect human behaviour by using psychological concepts {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity defined and what are the different types? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How does acting before thinking affect motivation and longer-term goal achievement? * How are positive and negative emotions triggering impulsive behaviour? * What strategies could help people to maintain motivation? {{RoundBoxBottom}} == 1. What is impulsivity, and how is it conceptualised? == [[File:Frozen above Crater Lake.jpg|thumb|370x370px|Figure 2. Spontaneous activity: Cliff Jumping]] As defined by Moeller et al. (2001) impulsivity is a predisposition toward rapid and unplanned reactions to internal or external stimuli without considering the negative consequences. Impulsivity can be regarded as a multidimensional construct in the sense that it is defined by several distinct characteristics as opposed to one single trait (Birkley and Smith, 2011). One widely recognised framework is the '''UPPS-P Model''' which identifies five dimensions of impulsivity: negative urgency, positive urgency, lack of premeditation, lack of perseverance and sensation seeking (Um et al. 2018). Using a multidimensional approach like this one can help to explain why one displays a form of impulsivity e.g. acting out when they are stressed/emotional without displaying other forms. ''As you continue reading about the forms of impulsivity, think about the fact it includes different tendencies and is dependent on individual circumstances.'' == 2. How do psychological theories explain the effect impulsivity has on emotion? == <u>'''Barrett Model'''</u> (Patton et al. 1995) - This model helps to explain how people think, act and plan accordingly rather than just seeng one simple behaviour. ==== 1. Attentional Impulsiveness - ==== * Difficulty concentrating and/or maintaining attention, and often characterized by quickly changing thoughts. ==== 2. Motor Impulsiveness - ==== * Individual acts immediately/spur of the moment without thinking it through first '''3. Nonplanning Impulsiveness -''' * Characterised by focus on the present without carefully considering the future and potential consequences. '''<u>Self Regulation Theory</u>''' (Steel, 2007) - * '''<u>Goal Management Perspective</u>''' (Gustavson et al. 2014) - * == 3. Some strategies to manage impulsivity == === Identifying Triggers === === Mindfulness - (Salmoirago-Blotcher 2019) === === Delayed Rewards === === CBT / Therapy === ''Would you consider impulsivity adaptive or maladaptive?'' * <quiz display="simple"> {A person who has higher choice impulsivity usually prefers larger/delayed rewards instead of immediate/ smaller rewards: |type="()"} + False - True {Motivation can affect impulsive choices by making immediate rewards more appealing="()"} - True + False </quiz><quiz display="simple"> {Impulsivity is a single behaviour that affects everyone the same way: |type="()"} + False - True </quiz> ==Conclusion== * Impulsivity affects day to day life such as making decisions, staying motivated and goal achievement - short and long term. understanding this concept and taking appropriate steps to manage it can help to reduce procrastination and help to make better long term decisions {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} * ==References== {{Hanging indent|1= Birkley, E. L, & Smith, G. T. (2011). Recent advances in understanding the personality underpinnings of impulsive behavior and their role in risk for addictive behaviors. Current Drug Abuse Reviews, 4(4), 215–227. https://doi.org/10.2174/1874473711104040215 Um, M., Hershberge, A. R., Whitt, Z. T., & Cyders, M. A. (2018). Recommendations for applying a multi-dimensional model of impulsive personality to diagnosis and treatment. Borderline Personality Disorder and Emotion Dysregulation, 5, Article 6. https://doi.org/10.1186/s40479-018-0084-x Moeller, F. G., Barratt, E. S., Dougherty, D. M., Schmitz, J. M., & Swann, A. C. (2001). Psychiatric aspects of impulsivity. American Journal of Psychiatry, 158(11), 1783–1793. https://doi.org/10.1176/appi.ajp.158.11.1783 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178–1188. https://doi.org/10.1177/0956797614526260 Salmoirago-Blotcher, E., Druker, S., Meleo-Meyer, F., Frisard, C., Crawford, S., & Pbert, L. (2019). Beneficial effects of school-based mindfulness training on impulsivity in healthy adolescents: Results from a pilot randomized controlled trial. Explore, 15(2), 160–164. https://doi.org/10.1016/j.explore.2018.07.003 }} ==External links== * {{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}<ref>{{Citation|title=The Science of Self Control: Find Motivation, Increase Your Focus, and Hack Dopamine|url=https://www.youtube.com/watch?v=E4rTyhYfZhE|date=2026-01-22|accessdate=2026-08-28|last=Mel Robbins}}</ref> * Wypych,&#x20;Marek&#x3B;&#x20;Matuszewski,&#x20;Jacek&#x3B;&#x20;Dragan,&#x20;Wojciech Ł&#x20;(2018-06-05).&#x20;"Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students".&#x20;''Frontiers in Psychology''&#x20;(Frontiers)&#x20;'''9'''.&#x20;<ref>{{Cite journal|last=Wypych|first=Marek|last2=Matuszewski|first2=Jacek|last3=Dragan|first3=Wojciech Ł|date=2018-06-05|title=Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students|url=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00891/full|journal=Frontiers in Psychology|language=English|publisher=Frontiers|volume=9|doi=10.3389/fpsyg.2018.00891|issn=1664-1078}}</ref> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] __TOC__ [[Category:{{#titleparts:{{PAGENAME}}|3}}]] __TOC__ [[Category:{{#titleparts:{{PAGENAME}}|3}}]] l4hx9hgni1vwocknv32c1d6e445jpv2 0 323153 2829049 2828998 2026-08-28T12:12:29Z U3275873 3110137 2829049 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? - User Name # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? - U3280159 # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - u3275873 # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? - U3281277 # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] jh5eh0zfn1b664oo9qnl87pvb442qtd 2829054 2829049 2026-08-28T12:18:16Z U3275873 3110137 2829054 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? - User Name # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? - U3280159 # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - [[User:U3275873|u3275873]] # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? - U3281277 # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] sjwkpzbo54ng5ty4b23nfswbd8ybomm 2829215 2829054 2026-08-28T22:34:09Z Jtneill 10242 Fix user name 2829215 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? - User Name # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? - U3280159 # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - [[User:U3275873|u3275873]] # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? {{ME-By|GU3281277}} # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] t1isz5jd6fzb602fwrrcxyad7jzwm1f 2829286 2829215 2026-08-29T02:40:51Z Jtneill 10242 Fix user name 2829286 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? - User Name # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? - U3280159 # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|U3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - [[User:U3275873|u3275873]] # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? {{ME-By|GU3281277}} # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] t2wszz4deskwiz09j6l750lrmo6ch6i 2829287 2829286 2026-08-29T02:42:50Z Jtneill 10242 Fix user names 2829287 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|U3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|U3280159}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|U3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - [[User:U3275873|u3275873]] # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? {{ME-By|GU3281277}} # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] mtbnkpecvmbopduapdqlzblf7phjppw 2829344 2829287 2026-08-29T05:59:21Z ~2026-47007-35 3110217 added my name next to the "Competence motivation in self-determination theory" topic 2829344 wikitext text/x-wiki ==Motivat== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Athletic identity loss and returning to sport after injury/]] - How does injury related disruption to athletic identity affect motivation to return to sport? {{ME-By|Tammysaurus}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|U3175512}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|Zozo}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|Vivekidid}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? Kelp14 # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|Sarah Hagan06}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] - What is the extended process model and how does it explain the regulation of emotions in different contexts? {{ME-By|TheHutt02}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|WonderfulKitten3}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? - User Name # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] - How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does it affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How does unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User:JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|U3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|U3280159}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|U3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] - How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? - [[User:U3275873|u3275873]] # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? {{ME-By|GU3281277}} # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? - U3284437 # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|u3348724}} # [[/Reinforcement sensitivity theory/]] - How does reinforcement sensitivity theory explain individual differences in motivation and emotion? - User Name # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] ge5azzvdl3gb7zjr97jf5w6ffo880t6 2 325094 2829358 2763927 2026-08-29T06:49:27Z Tomruen 1678867 2829358 wikitext text/x-wiki Draft articles: * [[User:Tomruen/Small_symmetric_graphs]] * [[User:Tomruen/List of symmetric cubic graphs]] * [[User:Tomruen/incidence signature]] 0gs8sgnrj9aayo4ls4n721tdnya582t 0 326026 2829104 2805012 2026-08-28T14:29:11Z TMorata 860721 corrected capitalization 2829104 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Americas/Header}} {{CountryHeader|File:Argentina (orthographic projection).svg|https://en.wikipedia.org/wiki/Argentina}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Argentina Argentina], officially the Argentina Republic, is located in southern South America. Argentina shares the Southern Cone with Chile to the west, and is bordered by Bolivia and Paraguay to the north, Brazil to the northeast, Uruguay and the South Atlantic Ocean to the east, and the Drake Passage to the south. The de facto official language is Spanish, spoken by almost all Argentines, but there are several second languages in widespread use among the Argentine population, including English, Arabic, German, Guaraní, among others. The [https://en.wikipedia.org/wiki/Argentine_Sign_Language Argentine Sign Language] is used in the country. {{HTitle|History of Audiology}} '''Definition and professional framework''' Audiology in Argentina is a specific area within speech-language pathology. Speech-language pathology is the university-level profession that encompasses prevention, diagnosis, and intervention related to voice, speech, language, swallowing, and hearing; audiology refers to the body of knowledge and practices within that profession focused on hearing (audiometric evaluation, electrophysiological testing, newborn hearing screening, hearing aid fitting, and auditory rehabilitation). This conceptual framework is adopted by professional associations and national standards. '''Formative and pre-university stage (until 1948)''' Before formal institutionalization, during the first decades of the 20th century, there were experiences and practices of speech therapy and hearing care in clinical and educational settings; these practices constituted the technical foundation that later demanded institutional organization and more formal training. In local historiographical studies, this phase is called the "pre-university stage." '''Constituent milestone: ASALFA (May 12, 1948)''' The founding of the Argentine Association of Speech Therapy, Phoniatrics, and Audiology (ASLAFA) —on May 12, 1948, is the foundational institutional milestone that marks the scientific and professional organization of the discipline in the country. ASALFA was established as the first entity to bring together research, dissemination, and professional representation of those working in voice, language, and hearing; its bylaws include guidelines pertaining to hearing care and the provision/selection of hearing aids among its objectives. '''Early university courses and academic consolidation (late 1940s–1950s)''' Beginning in 1949, the first regular university courses in speech-language pathology were offered (attributed to an initiative by Dr. Juan Manuel Tato), with theoretical and practical content that included audiology (auditory anatomy and physiology, basic audiometry, and research techniques). This marked the formal beginning of the training of technicians and, later, graduates in the discipline at Argentine universities. In 1955, ASALFA promoted the creation of its scientific journal, the Revista Fonoaudiológica (Speech-Language Pathology Journal), which became a continuous vehicle for scientific production and dissemination in the field. '''Professionalization, federations and regulation (1960s–2000s)''' During the second half of the 20th century, provincial associations, areas of specialization (electrophysiology, pediatric audiology, hearing aid fitting), and inter-institutional cooperation proliferated. ASALFA participated in the formation of federations and professional cooperation frameworks (for example, the Argentine Federation of Colleges and Associations of Speech-Language Pathology—FACAF), and the government began to incorporate regulations on the organization of speech-language pathology services in healthcare facilities. One regulatory example was Resolution 252 (Ministry of Health and Social Action), which approved standards for the organization and operation of speech-language pathology services in healthcare establishments. <ref>https://documentosboletinoficial.buenosaires.gob.ar/publico/PJ-RES-CMCABA-CMCABA-252-20-ANX.pdf</ref> {{HTitle|Information About Audiology}} The Argentine Association of Audiology] (ASARA) was established in 2002 and serves as the professional organization dedicated to audiology (technical updates, amplification protocols for children and adults, libraries, and continuing education). ASARA develops technical recommendations for the provision of audiological services (e.g., amplification guidelines, COVID protocols, and screening protocols), maintains a specialized professional directory, and participates in technical committees that aim to establish a national framework for specialization in audiology. Its existence has allowed for the focus on technical issues (quality of services, hearing aid fitting protocols, standardization of diagnostic procedures), complementing the broader institutional role of ASALFA. The journal Revista Fonoaudiológica (ASALFA) and other university publications have documented the methodological evolution of audiology in Argentina: from pure-tone audiometry and tympanometry to otoacoustic emissions, auditory brainstem response (ABR/BAEP), non-implantable and implantable hearing aids, and rehabilitation. Recent studies analyze the journal's thematic trends, showing an expansion and diversification of audiological research in recent decades. In 1999, the City of Buenos Aires established May 12th as Speech-Language Pathologist Day (Decree/administrative action that refers to the anniversary of ASALFA). More recently, the professional activity of speech-language pathology has been subject to national and provincial regulation (standards, resolutions, and bills that define responsibilities, organization of services, and training). {{HTitle|Incidence and Prevalence of Hearing Loss}} '''Prevalence of hearing loss in the general population''' Hearing loss accounts for approximately 18% of existing disabilities in Argentina. According to data from the 2010 Census and the registry of Unique Disability Certificates (CUD): Hearing impairment represents 9.3% of the population certified with some type of impairment in the CUD registry (data as of 2023). <ref>https://www.argentina.gob.ar/normativa/nacional/resoluci%C3%B3n-1209-2010-170767/texto</ref> <ref>https://www.infobae.com/salud/2018/06/25/en-la-argentina-el-18-de-las-discapacidades-existes-es-por-causas-auditivas</ref> <ref>https://www.argentina.gob.ar/andis/discapacidad-en-numeros </ref> '''Prevalence of age-related hearing loss (presbycusis)''' As is the case globally, the prevalence of hearing loss increases significantly with age, from international estimates (applicable to Argentina due to demographic determinants): 15-25% people aged 65 to 75 have hearing loss greater than 30 dB HL. The rate for people over 75 years of age ranges between 27 to 44%. Other relevant scenarios include: *Occupational hearing loss: Hearing loss is associated with workplace noise. Workers exposed to 85 dBA or more require annual screenings according to SRT Resolution 85/12. *Preventable causes: It is estimated that 60% of cases of hearing loss in children are due to preventable causes. <ref>https://www.srt.gob.ar/index.php/2016/09/01/hipoacusia-inducida-por-ruido-en-el-ambito-ocupacional/</ref> Argentina has a solid legal framework for newborn hearing screening (Law 25.415), which would allow the early detection of incidence. Prevalence estimates in the general population and the impact of hearing loss as the leading cause of sensory disability (18% of disabilities) underscores the need to strengthen hearing health programs throughout the lifespan. {{HTitle|Education}} Academic training is based on undergraduate degrees (bachelor's degree in speech therapy at national and private universities) and postgraduate courses. The Bachelor's Degree in Speech-Language Pathology (average duration of 5 years) can be studied at several universities (see External links). Hospital-based speech therapy residencies, accredited by the Ministry of Health, constitute the main postgraduate training. They are designed to train speech therapists with clinical, community and interdisciplinary skills through rotations in different areas: audiology, language, swallowing, rehabilitation, cochlear implant teams, and are governed by official programs that define the graduate profile, rotation schedule and evaluation. They include: * Specialization in Audiology, at the University of the Argentine Social Museum (UMSA) * PhD in Speech-Language Pathology and Audiology at the University of the Argentine Social Museum (UMSA)] * Graduate studies at the University of San Luis (UNSL) '''Professional Practice''' Activities towards the prevention of hearing loss and promotion of auditory health include: * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. * Diagnostic confirmation in referrals from neonatal screening * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies. {{HTitle|Professional and Regulatory Bodies}} The Ministry of Health ([https://www.argentina.gob.ar/salud Ministerio de Salud de la Nación]) is responsible for professional registration of audiologists). It maintains the Federal Network of Health Professional Registries. The National Law 27,568 (2020) regulates the professional practice of audiology nationally. Audiology was officially recognized as a specialty of Speech pathology and Audiology by the Ministry of Health in 2023 National Deaf Children's Society, along with four other specialties. Speech therapy is regulated by National Law 27.568, which establishes professional practice and recognizes specialties such as Audiology. The National Registration is granted by the Ministry of Health. In 2023, Law No. 27.568 was used to advance regulatory frameworks for professional practice at the national level. These developments confirm the legal and professional recognition of the discipline and, by extension, of audiological practice within it. ==== Scientific and Professional Organizations ==== *Associación Argentina de Logopedia, Foniatría y Audiología (ASALFA) *Federación Argentina de Colegios y Asociaciones de Fonoaudiólogos (FACAF) * National Deaf Children's Society - National federation that coordinates provincial professional colleges * Provincial Regulatory Bodies (Colegios) * INGEBI (Institute of Research in Genetic Engineering and Molecular Biology) - CONICET (National Council for Scientific and Technical Research) ingebi-conicet.gov.ar * ASARA – Argentine Association of Audiology Main entity dedicated exclusively to Audiology: training, congresses, guides, updates and research in hearing and implantology. asara.org.ar * ASALFA – Argentine Association of Speech Therapy, Phoniatrics and Audiology. asalfa.org.ar * AAOFP – Argentine Association of Pediatric Otolaryngology and Speech Therapy aaofp.org.ar *Provincial Colleges/Councils of Speech Therapists. Some function as legal bodies and also as training and representation institutions (such as the College of Speech Therapists of Buenos Aires). '''Prevention of hearing loss and promotion of auditory health''' * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. '''Diagnostic confirmation in referrals from neonatal screening''' * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). * Comprehensive hearing diagnosis * Threshold and suprathreshold pure-tone audiometry. * Speech audiometry. * Tympanometry and impedance measures * Otoacoustic emissions (OAE). * Auditory evoked potential electrophysiological tests (ABR) * Hearing treatment and rehabilitation * Intervention in cases of conductive, sensorineural and mixed hearing loss from a non-medical clinical approach. * Development of individualized auditory rehabilitation plans for children and adults. * Auditory-verbal therapy, auditory training and support in cases of implantable technologies. '''Tinnitus management and guidance''' * Specific audiological evaluation. * Guidance, habituation strategies and interdisciplinary therapeutic support. '''Fitting of hearing aids and other hearing technologies''' * Select, adapt and calibrate digital hearing aids and FM systems. * Perform regular monitoring and adjustments. '''Participation in cochlear implant programs''' * Pre-surgical evaluations, selection of implantable devices in conjunction with the interdisciplinary team. * Programming of implantable devices. * Hearing rehabilitation. '''Intraoperative monitoring in otologic surgeries''' * Performed in institutions that carry out implantable device surgeries. * The trained speech therapist assists in recording objective measurements during surgery. '''Hearing services''' * Public hospitals and health centers (first, second and third level). * Otolaryngology or speech therapy services and private audiology centers. * Disability care centers. * Educational field (guidance teams, school integration, special schools). * Public health programs. * Research and university teaching. {{HTitle|Ongoing audiology research}} Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) testing of adolescents<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> {{HTitle|Challenges, Opportunities and Notes}} Several key issues can be identified as challenges in delivering hearing care in Argentina as in other low and middle income countries including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * Integration into primary care * Expansion of telehealth and innovative approaches * Communication barriers * Lack of trained personnel * Resource constraints * Equipment, facilities and infrastructure * Health literacy. awareness and education {{HTitle|Audiology Charities}} * Mutualidad Argentina de Hipoacúsicos (MAH) * Fundación de Padres y Familiares de Personas Sordas para su Integración, FUNDASOR * Confederación Argentina de Sordos (CAS) {{HTitle|References}} {{reflist}} ==='''External links'''=== '' Professional associations'' * Associación Argentina de Logopedia, Foniatría y Audiología ([https://www.asalfa.org.ar/web/ ASALFA]) * National Council for Scientific and Technical Research, [https://ingebi-conicet.gov.ar/en/en_home/ INGEBI] * Argentine Association of Audiology ([https://asara.org.ar/ ASARA]) * Argentine Association of Speech Therapy, Phoniatrics and Audiology ([https://asalfa.org.ar ASALFA]). * Argentine Association of Pediatric Otolaryngology and Speech Therapy ([https://aaofp.org.ar AAOFP]) '' Charities'' * Mutualidad Argentina de Hipoacúsicos ([https://mah.org.ar/ MAH]) * Fundación de Padres y Familiares de Personas Sordas para su Integración ([https://www.fundasor.org.ar/ FUNDASOR]) * Confederación Argentina de Sordos ([https://cas.org.ar/ CAS]) '' Education'' * Catholic University of Argentina ([https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon UCA]) * Catholic University of Cuyo ([https://uccuyo.edu.ar/%20Catholic%20University%20of%20Cuyo UCCuyo]) * Catholic University of La Plata ([https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/%20Catholic%20University%20of%20La%20Plata UCALP]) * Catholic University of Santa Fe ([https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20Catholic%20University%20of%20Santa%20Fe UCSF]) * University of Buenos Aires ([https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general%20University%20of%20Buenos%20Aires UBA]) * University of the River Plate Basin ([https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20University%20of%20the%20River%20Plate%20Basin UCP]) * University of Morón ([https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G%20University%20of%20Morón UM]) * University of Aconcagua ([https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal%20University%20of%20Aconcagua%20(UDA) UDA]) * University of the Argentine Social Museum ([https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/%20University%20of%20the%20Argentine%20Social%20Museum UMSA]) * University of El Salvador ([https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/%20University%20of%20El%20Salvador USAL]) * FASTA University ([https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/%20FASTA%20University FASTA]) * National University of Córdoba ([https://fono.fcm.unc.edu.ar/%20National%20University%20of%20Córdoba%20(UNC) UNC]) * National University of La Plata ([https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/%20National%20University%20of%20La%20Plata%20(UNLP) UNLP]) * National University of Rosario ([https://fcm.unr.edu.ar/fonoaudiologia/%20National%20University%20of%20Rosario%20(UNR) UNR]) * National University of San Antonio de Areco, Baradero Campus ([https://www.unsada.edu.ar/336%20National%20University%20of%20San%20Antonio%20de%20Areco%20(UNSAdA) UNSAdA]) * National University of San Luis ([https://www.unsl.edu.ar/ UNSL]) *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * Doctorate, [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * Post-graduate studies, [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} [[Category:Audiology]] [[Category:Argentina]] 209q43amhfgdjjk7pim0tts45tb8uqa 0 326318 2829100 2806145 2026-08-28T14:14:09Z TMorata 860721 /* Nigeria */ added citation 2829100 wikitext text/x-wiki {{:Global Audiology/Authors-3|Aderdour Lahcen|Madison Saunders|Gabriella Green|Aderdour Lahcen||https://www.linkedin.com/in/lahcen-aderdour-05914b30/|https://www.linkedin.com/in/mcmsaunders/|https://www.linkedin.com/in/gabriellagreen206/}} == Mozambique == Shafer, D. N. (2008). Audiology in Mozambique. The ASHA Leader, 13(10), 28–29. doi.org <ref>Shafer, D. N. (2008). ''Audiology in Mozambique''. The ASHA Leader, 13(10), 28–29.</ref> Clark JL. Hearing loss in Mozambique: current data from Inhambane Province. Int J Audiol. 2008;47 Suppl 1:S49-56. doi: 10.1080/14992020802291723. PMID: 18781514.<ref>{{Cite journal|last=Clark|first=Jackie L.|date=2008-01|title=Hearing loss in Mozambique: Current data from Inhambane Province|url=http://www.tandfonline.com/doi/full/10.1080/14992020802291723|journal=International Journal of Audiology|language=en|volume=47|issue=sup1|pages=S49–S56|doi=10.1080/14992020802291723|issn=1499-2027}}</ref> == Nicaragua == Studies demonstrate that tablet-based audiometry is feasible for hearing screening in rural Nicaraguan schools. Community health workers with minimal training successfully screened 3,398 children aged 7–9 years using automated and manual audiometry systems. Screening was efficient, with test durations averaging 5.8 minutes for automated audiometry and 4.3 minutes for manual audiometry <ref>{{Cite journal|last=Saunders|first=James E|last2=Bessen|first2=Sarah|last3=Magro|first3=Isabelle|last4=Cowan|first4=Devin|last5=Quiroz|first5=Marvin Gonzalez|last6=Mojica-Alvarez|first6=Karen|last7=Penalba|first7=Donoso|last8=Reike|first8=Catherine|last9=Niemczak|first9=Christopher E|date=2022-08-09|title=Community health workers and mHealth systems for hearing screening in rural Nicaraguan schoolchildren|url=https://jogh.org/2022/jogh-12-04060|journal=Journal of Global Health|volume=12|doi=10.7189/jogh.12.04060|issn=2047-2978|pmc=9359107|pmid=35938885}}</ref> deaf education <ref>{{Cite journal|last=Polich|first=L.|date=2001-09-01|title=Education of the Deaf in Nicaragua|url=https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/6.4.315|journal=Journal of Deaf Studies and Deaf Education|volume=6|issue=4|pages=315–326|doi=10.1093/deafed/6.4.315}}</ref> A study in rural northern Nicaragua<ref>{{Cite journal|last=Saunders|first=James E.|last2=Vaz|first2=Sharon|last3=Greinwald|first3=John H.|last4=Lai|first4=James|last5=Morin|first5=Leonor|last6=Mojica|first6=Karen|date=2007-03|title=Prevalence and Etiology of Hearing Loss in Rural Nicaraguan Children|url=https://onlinelibrary.wiley.com/doi/10.1097/MLG.0b013e31802e3726|journal=The Laryngoscope|language=en|volume=117|issue=3|pages=387–398|doi=10.1097/MLG.0b013e31802e3726|issn=0023-852X}}</ref> prevalence of hearing loss (all types) at 18.3<ref>{{Cite journal|last=Saunders|first=James E.|last2=Bessen|first2=Sarah|last3=Magro|first3=Isabelle|last4=Cowan|first4=Devin|last5=Gonzalez Quiroz|first5=Marvin|last6=Mojica-Alvarez|first6=Karen|last7=Penalba|first7=Donoso|last8=Reike|first8=Catherine|last9=Neimczak|first9=Chris|date=2022-12|title=School Hearing Screening With a Portable, Tablet-Based, Noise-Attenuating Audiometric Headset in Rural Nicaragua|url=https://journals.lww.com/10.1097/MAO.0000000000003692|journal=Otology & Neurotology|language=en|volume=43|issue=10|pages=1196–1204|doi=10.1097/MAO.0000000000003692|issn=1537-4505}}</ref> infections factors<ref>{{Cite journal|last=Saunders|first=James E.|last2=Greinwald|first2=John H.|last3=Vaz|first3=Sharon|last4=Guo|first4=Yinshi|date=2009-01|title=Aminoglycoside Ototoxicity in Nicaraguan children: Patient risk Factors and Mitochondrial DNA Results|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1016/j.otohns.2008.09.027|journal=Otolaryngology–Head and Neck Surgery|language=en|volume=140|issue=1|pages=103–107|doi=10.1016/j.otohns.2008.09.027|issn=0194-5998}}</ref> == Costa Rica == 1) Mencher GT, Madriz Alfaro JJ. Prevalence of sensorineural hearing loss in children in Costa Rica. Audiology. 2000 Sep-Oct;39(5):278-83. doi: 10.3109/00206090009073092. PMID: 11093612. <ref>{{Cite journal|last=Mencher|first=George T.|last2=Madriz Alfaro|first2=Juan Jose|date=2000-01|title=Prevalence of Sensorineural Hearing Loss in Children in Costa Rica: Prevalencia de la hipoacusia infantil en Costa Rica|url=http://www.tandfonline.com/doi/full/10.3109/00206090009073092|journal=International Journal of Audiology|language=en|volume=39|issue=5|pages=278–283|doi=10.3109/00206090009073092|issn=1499-2027}}</ref> 2) [https://bmjgroup.com/countries-with-highest-reported-levels-of-hearing-loss-&#x20;have-lowest-use-of-hearing-aids/ <nowiki>https://bmjgroup.com/countries-with-highest-reported-levels-of-hearing-loss-</nowiki> have-lowest-use-of-hearing-aids/] <ref>{{Cite web|url=https://bmjgroup.com/countries-with-highest-reported-levels-of-hearing-loss-+have-lowest-use-of-hearing-aids/|title=Countries with highest reported levels of hearing loss have lowest use of hearing aids|last=Group|first=BMJ|date=2025}}</ref> 3) Fundación Ecología y Desarrollo, Fundación Ecología, and Multilateral Investment Fund. "Study of Social Entrepreneurship and Innovation Ecosystems in the Latin American Pacific Alliance Countries: Case Study: Lab4U, MI Fund, Chile." (2016). https://publications.iadb.org/publications/english/document/Study-of-Social-Entrepreneurship-and-Innovation-Ecosystems-in-the-Latin-American-Pacific-Alliance-Countries-Case-Study-Lab4U-Chile.pdf?utm_source=chatgpt.com 4)Juan J Madriz (2001) Audiology in Latin America: hearing impairment, resources and services, Scandinavian Audiology, 30:2, 85-92, DOI: 10.1080/010503901750166781 <ref>{{Cite journal|last=Madriz|first=Juan J|date=2001-01|title=Audiology in Latin America: hearing impairment, resources and services|url=http://www.tandfonline.com/doi/full/10.1080/010503901750166781|journal=Scandinavian Audiology|language=en|volume=30|issue=2|pages=85–92|doi=10.1080/010503901750166781|issn=0105-0397}}</ref> 5) Madriz, Juan J. "Hearing Impairment and Newborn Hearing Screening in Costa Rica." Community Ear and Hearing Health 5.7 (2008). <ref>{{Cite journal|last=Madriz|first=Juan J|date=2008-12-01|title=Hearing Impairment and Newborn Hearing Screening in Costa Rica|url=https://cehh.press.lshtm.ac.uk/articles/10.56920/cehh.142|journal=Community Ear and Hearing Health|volume=5|issue=7|pages=5|doi=10.56920/cehh.142|issn=2040-5715}}</ref> 6) https://www.audiology-worldnews.com/world-news/profession/3506-audiology-dispute-in-costa-rica-as-state-model-for-buying-hearing-aids-changes/ Chacon Rodriguez, 2022 <ref>{{Cite journal|last=Chacón Rodríguez|first=Adriana|last2=Jiménez Gómez|first2=Jorge Antonio|last3=Dávila Rojas|first3=Mónica|date=2022-09|title=Perfil audiológico y grados de discapacidad en las personas con alteraciones vestibulares pertenecientes a la consulta del Centro Equilibra, Vértigo y Equilibrio, San José, Costa Rica|url=https://linkinghub.elsevier.com/retrieve/pii/S0001651921000844|journal=Acta Otorrinolaringológica Española|language=en|volume=73|issue=5|pages=271–278|doi=10.1016/j.otorri.2021.04.004}}</ref>  Rodrigues Gonzales<ref>{{Cite journal|last=González|first=Leiner Rodríguez|last2=Zeledón Díaz|first2=Ana Laura|last3=Mora|first3=Óscar Centeno|date=2021-12-10|title=Eficacia del «Programa de tamizaje auditivo neonatal universal» de la Caja Costarricense del Seguro Social en la detección de sordera en niñas y niños, entre 2016 y 2018|url=https://revistas.ucr.ac.cr/index.php/psm/article/view/47144|journal=Población y Salud en Mesoamérica|doi=10.15517/psm.v19i2.47144|issn=1659-0201}}</ref> Saravia 2023 <ref>{{Cite journal|last=Narváez|first=Amanda María|last2=Pacheco Calderón|first2=Mary Cruz|last3=Centeno Mora|first3=Óscar|date=2022-12-08|title=Risk factors for hearing loss associated with hearing alterations in neonates admitted to the Intensive Care Unit of the Hospital Dr. Rafael Ángel Calderón Guardia, San José, Costa Rica, 2018-2019|url=https://revistas.ucr.ac.cr/index.php/rpsm/article/view/6468|journal=Población y Salud en Mesoamérica|doi=10.15517/psm.v20i2.51928|issn=1659-0201}}</ref> Zika <ref>{{Cite journal|last=Benavides-Lara|first=Adriana|last2=la Paz Barboza-Arguello|first2=María de|last3=González-Elizondo|first3=Mauricio|last4=Hernández-deMezerville|first4=Marcela|last5=Brenes-Chacón|first5=Helena|last6=Ramírez-Rojas|first6=Melissa|last7=Ramírez-Hernández|first7=Catalina|last8=Arjona-Ortegón|first8=Nereida|last9=Godfred-Cato|first9=Shana|date=2021-02|title=Zika Virus–Associated Birth Defects, Costa Rica, 2016–2018|url=https://wwwnc.cdc.gov/eid/article/27/2/20-2047_article.htm|journal=Emerging Infectious Diseases|volume=27|issue=2|doi=10.3201/eid2702.202047|issn=1080-6040|pmc=7853552|pmid=33496653}}</ref> Amatuzi<ref>{{Cite journal|last=Amatuzzi|first=Monica|last2=Liberman|first2=M. Charles|last3=Northrop|first3=Clarinda|date=2011-10|title=Selective Inner Hair Cell Loss in Prematurity: A Temporal Bone Study of Infants from a Neonatal Intensive Care Unit|url=http://link.springer.com/10.1007/s10162-011-0273-4|journal=Journal of the Association for Research in Otolaryngology|language=en|volume=12|issue=5|pages=595–604|doi=10.1007/s10162-011-0273-4|issn=1525-3961|pmc=3173554|pmid=21674215}}</ref> Chacon Rodrigues research<ref>{{Cite journal|last=Chacón Rodríguez|first=Adriana|last2=Jiménez Gómez|first2=Jorge Antonio|last3=Dávila Rojas|first3=Mónica|date=2022-09|title=Perfil audiológico y grados de discapacidad en las personas con alteraciones vestibulares pertenecientes a la consulta del Centro Equilibra, Vértigo y Equilibrio, San José, Costa Rica|url=https://linkinghub.elsevier.com/retrieve/pii/S0001651921000844|journal=Acta Otorrinolaringológica Española|language=en|volume=73|issue=5|pages=271–278|doi=10.1016/j.otorri.2021.04.004}}</ref> Bhutta<ref>{{Cite journal|last=Bhutta|first=M F|date=2019-01|title=Models of service delivery for ear and hearing care in remote or resource-constrained environments|url=https://www.cambridge.org/core/product/identifier/S0022215118002116/type/journal_article|journal=The Journal of Laryngology & Otology|language=en|volume=133|issue=1|pages=39–48|doi=10.1017/S0022215118002116|issn=0022-2151}}</ref> == El Salvador == 1) https://www.hear-the-world.com/project/fundacion-su-nino-no-puede-esperar/ 2) Cornejo Rodríguez, I. M. (2017, October 23). ''Voces en el silencio: Expresiones y experiencias de estudiantes con discapacidad auditiva en la Universidad de El Salvador, 2015–2017'' [Unpublished thesis]. Universidad de El Salvador.<ref>Cornejo Rodríguez, I. M. (2017, October 23). ''Voces en el silencio: Expresiones y experiencias de estudiantes con discapacidad auditiva en la Universidad de El Salvador, 2015–2017'' [Unpublished thesis]. Universidad de El Salvador</ref> 3) Pardo-Demiantschuk, P. (1993). ''Snapshots from the margin: Women with disabilities in El Salvador''. ''Canadian Woman Studies, 13''(4), 31–33.<ref>Pardo-Demiantschuk, P. (1993). ''Snapshots from the margin: Women with disabilities in El Salvador''. ''Canadian Woman Studies, 13''(4), 31–33.</ref> 4) Wagner R, Fagan J. Survey of Otolaryngology Services in Central America: Need for a Comprehensive Intervention: Need for a Comprehensive Intervention. Otolaryngology–Head and Neck Surgery. 2013;149(5):674-678. doi:10.1177/0194599813505972 <ref>{{Cite journal|last=Wagner|first=Richard|last2=Fagan|first2=Johan|date=2013-11|title=Survey of Otolaryngology Services in Central America: Need for a Comprehensive Intervention|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1177/0194599813505972|journal=Otolaryngology–Head and Neck Surgery|language=en|volume=149|issue=5|pages=674–678|doi=10.1177/0194599813505972|issn=0194-5998}}</ref> 5) https://www.starkeyhearingfoundation.org/starkey-hearing-institute-latin-america/ 6) [https://www.paho.org/en/news/25-4-2025-salvador-strengthens-health-care-&#x20;framework-alliance-primary-health-care-americas <nowiki>https://www.paho.org/en/news/25-4-2025-salvador-strengthens-health-care-</nowiki> framework-alliance-primary-health-care-americas] 7) https://www.asha.org/members/international/el-salvador/ == Panama == # Inter-American Development Bank. (2026, January 5). ''Early detection and technology: Panama’s commitment to preventing hearing disability''. https://www.iadb.org/en/blog/early-childhood-development/early-detection-and-technology-panamas-commitment-preventing-hearing-disability 2. Bar-Tzur, D. (n.d.). ''Deaf cultures and sign languages of the world: Panamá''. The Interpreter’s Friend. https://theinterpretersfriend.com 3. Asamblea Legislativa de Panamá. (1992, January 31). ''Ley por la cual se protege a las personas discapacitadas auditivas'' (Gaceta Oficial No. 21,964). https://www.mingob.gob.pa/wp-content/uploads/2025/10/Ley-No.-1-de-enero-de-1992-por-la-cual-se-protege-a-las-personas-discapacitadas-auditivas.pdf 4. Instituto Panameño de Habilitación Especial (IPHE). (2011). ''Estadísticas del IPHE 2010''. IPHE. [https://www.scribd.com/document/691364949/esta-iphe-2010-10f04455151892b360057ecfb5362dd0-1687010859?utm_source=chatgpt.com Estadísticas IPHE 2010: Servicios Especiales | PDF | Educación especial | Invalidez] 5. Garay, S. (2004). ''Understanding the Panama deaf community & sign language: Lengua de señas panameñas'' [Instructional CD]. ANSPA. == Australia == # <ref>{{Cite journal|last=Mui|first=Boaz|last2=Lawless|first2=Michael|last3=Timmer|first3=Barbra H. B.|last4=Gopinath|first4=Bamini|last5=Tang|first5=Diana|last6=Venning|first6=Anthony|last7=May|first7=David|last8=Muzaffar|first8=Jameel|last9=Bidargaddi|first9=Niranjan|date=2025-01-02|title=Australian hearing healthcare stakeholders’ experiences of and attitudes towards teleaudiology uptake: a qualitative study|url=https://www.tandfonline.com/doi/full/10.1080/2050571X.2024.2372171|journal=Speech, Language and Hearing|language=en|volume=28|issue=1|doi=10.1080/2050571X.2024.2372171|issn=2050-571X}}</ref> # <nowiki>https://doi.org/10.1080/14992027.2025.2554236</nowiki><ref>{{Cite journal|last=El-Saifi|first=Najwan|last2=Campbell|first2=Megan E.J.|last3=George|first3=Neha|last4=Keay|first4=Lisa|last5=Kumaran|first5=Sheela|last6=Meyer|first6=Carly|last7=Miller Amberber|first7=Amanda|last8=Newall|first8=John|last9=Dawes|first9=Piers|date=2025-09-05|title=Barriers and enablers to hearing service provision in aged care settings in Australia: perspectives from hearing clinicians|url=https://www.tandfonline.com/doi/full/10.1080/14992027.2025.2554236|journal=International Journal of Audiology|language=en|pages=1–12|doi=10.1080/14992027.2025.2554236|issn=1499-2027}}</ref> == Srilanka == === Ext links === Consumer Affairs Authority Act, No. 9 of 2003 (Sri Lanka). https://www.caa.gov.lk/web/index.php?option=com_content&view=article&id=111&Itemid=560&lang=en Medical Ordinance, Chapter 105 (Sri Lanka) (as amended). https://cmcc.lk/medical-ordinancechapter-105/ Ministry of Health. 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Audiologists – Registration services. <nowiki>https://slmc.gov.lk</nowiki> Sri Lanka Medical Council. (n.d.). Audiologists – Registration services. Retrieved from <nowiki>https://slmc.gov.lk</nowiki> University of Kelaniya. (n.d.). BSc (Speech and Hearing Sciences) degree programme. Faculty of Medicine, University of Kelaniya. Retrieved from <nowiki>https://medicine.kln.ac.lk</nowiki> ENT Society of Sri Lanka. (n.d.). ENT for primary care physicians [PDF]. <nowiki>https://entsrilanka.org/wp-content/uploads/ENT-for-primary-care.pdf</nowiki>[entsrilanka] The Eargang team, Sri Lanka. (2022, July/August). Bringing ear care and hearing services to the hardest-to-reach. ''ENT & Audiology News'', ''31''(3). <code><nowiki>https://www.entandaudiologynews.com/features/ent-features/post/bringing-ear-care-and-hearing-services-to-the-hardest-to-reach</nowiki></code> Lanka Talks. (2025, July 23). Vision Care Hearing Solutions launches dedicated audiology unit in Panadura. <nowiki>https://lankatalks.com/post/vision-care-hearing-solutions-launches-dedicated-</nowiki> audiology-unit-in-panadura[lankatalks] Sri Lanka Journal of Child Health. (2021). Parental entries on hearing in Child Health and Development record [PDF]. <nowiki>https://account.cjo.sljol.info/index.php/sljo-j-</nowiki> cjo/article/download/5330/4301[account.cjo.sljol] The Morning. (2022, July 6). Screening of newborns needed to detect early hearing difficulties. <nowiki>https://www.themorning.lk/screening-of-newborns-needed-to-detect-early-</nowiki> hearing-difficulties-specialists[themorning] The Morning. (2024, March 3). National hearing impairment screening for children vital. <nowiki>https://www.themorning.lk/articles/OngPz1viznwbjJ4GzkyH</nowiki>[themorning] University of Kelaniya. (2023, March 12). Ear and hearing care for all! Let's make it a reality in Sri Lanka. <nowiki>https://medicine.kln.ac.lk/depts/dds/index.php/activities/160-ear-and-hearing-</nowiki> care-for-all-let-s-make-it-a-reality-in-sri-lanka[medicine.kln.ac] World Hearing Day. (2025, November 18). Reported events - 2025. <nowiki>https://worldhearingday.org/reported-events-2025/entry/13398/</nowiki>[worldhearingday] World Health Organization. (2017). State of hearing ear care [PDF]. <nowiki>https://iris.who.int/bitstream/handle/10665/205911/B1466.pdf</nowiki>[iris.who] Yale School of Public Health. (2018, April 5). Public health midwives in Sri Lanka. <nowiki>https://ysph.yale.edu/news-article/public-health-midwives-in-sri-lanka/</nowiki>[ysph.yale] Redmann, A., MD. (2021, April 21). ENT practice: The patient team and the otolaryngologisthead and neck surgeon role. 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Population size of Tanzania. == Pakistan == Hearing loss affects a substantial portion of the Pakistani population. About 14.5 million individuals in Pakistan are estimated to suffer from some form of hearing loss.<ref>{{Cite journal|last=Naz|first=Sadaf|date=2022-04|title=Molecular genetic landscape of hereditary hearing loss in Pakistan|url=https://link.springer.com/10.1007/s00439-021-02320-0|journal=Human Genetics|language=en|volume=141|issue=3-4|pages=633–648|doi=10.1007/s00439-021-02320-0|issn=0340-6717}}</ref> This includes both genetic and environmental causes, with a prevalence of genetic mutations such as GJB2, which accounts for 6.1% to 9.2% of cases.<ref>{{Cite journal|last=Ali|first=Ejaz|last2=Hussain|first2=Nageen|date=2022|title=Analysis of the GJB2 Gene and its Mutated Protein in Non-Syndromic Hearing Loss Patients of Gilgit-Baltistan|url=http://researcherslinks.com/current-issues/Analysis-the-GJB-Gene-Mutated-Protein-Non-Syndromic-Hearing-Loss/20/1/4872/html|journal=Pakistan Journal of Zoology|volume=54|issue=4|doi=10.17582/journal.pjz/20200527140529}}</ref><ref>{{Cite journal|last=Ahmed|first=Ashfaque|last2=Wang|first2=Meng|last3=Khan|first3=Rizwan|last4=Shah|first4=Abid Ali|last5=Guo|first5=Hui|last6=Malik|first6=Sajid|last7=Xia|first7=Kun|last8=Hu|first8=Zhengmao|date=2021-12|title=A splice-site variant (c.3289-1G>T) in OTOF underlies profound hearing loss in a Pakistani kindred|url=https://bmcmedgenomics.biomedcentral.com/articles/10.1186/s12920-020-00859-x|journal=BMC Medical Genomics|language=en|volume=14|issue=1|doi=10.1186/s12920-020-00859-x|issn=1755-8794|pmc=7784026|pmid=33397372}}</ref> The prevalence of childhood hearing loss in Pakistan is reported to be over double the global average.<ref>{{Cite journal|last=Mazlan|first=Rafidah|last2=Dar|first2=Hamza Mushtaq|date=2024-11-15|title=Evaluating parental knowledge and attitudes toward childhood hearing loss: a cross-sectional study in Rawalpindi, Pakistan|url=https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-024-05230-y|journal=BMC Pediatrics|language=en|volume=24|issue=1|doi=10.1186/s12887-024-05230-y|issn=1471-2431}}</ref> Hearing loss following acute episodes of meningitis in children is reported at 22% among patients being treated in the Children's Hospital in Lahore.<ref>{{Cite journal|last=Zeeshan|first=Fatima|last2=Bari|first2=Attia|last3=Dugal|first3=Mubeen Nazar|last4=Saeed|first4=Fauzia|date=2018-05-24|title=Hearing impairment after acute bacterial meningitis in children|url=http://pjms.com.pk/index.php/pjms/article/view/14373|journal=Pakistan Journal of Medical Sciences|volume=34|issue=3|doi=10.12669/pjms.343.14373|issn=1681-715X}}</ref> The incidence of hearing impairment associated with otitis media is estimated at 40 per 10,000 population.<ref>{{Cite journal|last=Shakoor|first=Sadia|last2=Malik|first2=Faisal Riaz|last3=Khan|first3=Erum|date=2016-01-02|title=Bacterial aetiology of otitis media in children in Pakistan aged 0–59 months; laboratory surveillance data from 2004 to 2013: comparison between before and after the introduction of Hib vaccination|url=https://www.tandfonline.com/doi/full/10.1179/2046905514Y.0000000170|journal=Paediatrics and International Child Health|language=en|volume=36|issue=1|pages=34–38|doi=10.1179/2046905514Y.0000000170|issn=2046-9047}}</ref> Hearing loss is estimated to be more prevalent in males and those aged 15-35 years.<ref>{{Cite journal|last=Naz|first=Erum|last2=Saqulain|first2=Ghulam|last3=Mumtaz|first3=Nazia|last4=Babur|first4=Muhammad Naveed|date=2021-05-07|title=A Hospital based study on sudden sensorineural Hearing Loss: It’s audiological characteristics and prevalence|url=http://pjms.org.pk/index.php/pjms/article/view/3851|journal=Pakistan Journal of Medical Sciences|volume=37|issue=4|doi=10.12669/pjms.37.4.3851|issn=1681-715X|pmc=8281165|pmid=34290796}}</ref> Additionally, a significant portion of children with profound bilateral hearing loss have a positive family history of the condition, with 76.9% of their parents being first-degree relatives.<ref>{{Cite journal|last=Raza|first=Syed Hashim|last2=Waris|first2=Rehmana|last3=Akhtar|first3=Samina|last4=Riaz|first4=Ramish|date=2020-10|title=Precochlear Implant Assessment: Clinical Profile and Family History of Children with Severe Bilateral Prelingual Hearing Loss|url=http://www.thieme-connect.de/DOI/DOI?10.1055/s-0039-3402442|journal=International Archives of Otorhinolaryngology|language=en|volume=24|issue=04|pages=e457–e461|doi=10.1055/s-0039-3402442|issn=1809-9777|pmc=7575360|pmid=33101511}}</ref> === External Links === Bhatti, M. A., Khan, M. N., Ali, S., & Ahmed, S. (2024). Prevalence and early detection challenges of childhood hearing loss in Pakistan. Journal of Pakistan Medical Association, 74(3), 215–221. Dawn. (2015, November 22). Only two audiologists in Punjab’s public hospitals. Dawn News. <nowiki>https://www.dawn.com</nowiki> Glantz, G. (2021). Pricing strategies in hearing healthcare. The Hearing Journal, 74(8), 22–23. Hafeez, A., Mohamud, B. K., Shiekh, M. R., Shah, S. A., & Jooma, R. (2011). Lady health workers programme in Pakistan: Challenges, achievements, and the way forward. Journal of the Pakistan Medical Association, 61(3), 210–215. Indus Hospital & Health Network. (2023). Cochlear Implant Treatment Program Report 2022–2023. Lahore, Pakistan: TIH. Irfan, M. (2024). Outcomes of newborn hearing screening in a tertiary care hospital in Lahore. Pakistan Journal of Otolaryngology, 40(1), 17–22. International Medical Relief Agency. (2021). IMRA Medical Society has completed 100 cochlear implants in Pakistan. Medical News PK. <nowiki>https://www.medicalnews.pk</nowiki> Mashhadi, S. F., Khan, N., Malik, I. A., Anwaar, R., Sultan, H., & Shahbaz, R. (2024). Post-cochlear implant rehabilitation outcomes in children: A cross-sectional analysis. Pakistan Armed Forces Medical Journal, 74(Suppl-4), 854–858.<ref>{{Cite journal|last=Mashhadi|first=Syed Fawad|last2=Khan|first2=Nazish|last3=Malik|first3=Izza Afaq|last4=Anwaar|first4=Rahma|last5=Sultan|first5=Hadia|last6=Shahbaz|first6=Rohma|date=2022-12-12|title=After the Implant-a Study on Post Cochlear Implant Rehabilitation of Congenitally Deaf Children|url=https://www.pafmj.org/index.php/PAFMJ/article/view/9679|journal=Pakistan Armed Forces Medical Journal|volume=72|issue=SUPPL-4|pages=S854–58|doi=10.51253/pafmj.v72iSUPPL-4.9679|issn=2411-8842}}</ref> Mazlan, R., & Dar, H. (2024). Parental attitudes and awareness regarding childhood hearing loss in Pakistan. BMC Pediatrics, 24, Article 740. Mumtaz, Z., Levay, A., Bhatti, A., & Salway, S. (1995). Exploring health-seeking behaviour in Pakistan. Health Policy and Planning, 10(3), 242–248. Pakistan Bait-ul-Mal. (2024). Cochlear Implant Sponsorship and Assistive Devices Program. Government of Pakistan. Pakistan Bureau of Statistics. (2023). Population and housing census 2023: National results. Government of Pakistan. <nowiki>https://www.pbs.gov.pk</nowiki> Pakistan Institute of Rehabilitation Sciences. (2012). BS Audiology program overview. Islamabad: PIRS. Pyarali, M., Akhtar, S., Adeel, M., Mallick, S. A., Uneeb, S. N., & Aslam, A. (2023). Universal newborn hearing screening: A tertiary-care pilot study in Karachi. Journal of the Pakistan Medical Association, 73(9), 1788–1793. Rentech Digital. (2024). Count of registered audiologists in Pakistan. Pakistan Business Directory Dataset. Saqulain, G., Pervaiz, A., Qazafi, L., Zahid, K., & Sami, M. (2024). Awareness and practices related to hearing healthcare in Pakistan: A cross-sectional study. Pakistan BioMedical Journal, 7(5), 8–13. Shaikh, R. (2024). Prevalence and risk factors of congenital hearing loss in school-aged children in Sindh. Sindh Journal of Public Health, 12(2), 45–52. Shah, S. I., Rehman, A., Siddiqui, A., & Yasmeen, S. (2024). Speech and auditory outcomes after cochlear implantation in Pakistani children. Journal of Ear, Nose & Throat Disorders, 9(1), 12–19. The News. (2024). 14.5 million Pakistanis suffer from hearing loss, seminar told. The News International. World Health Organization. (2021). World report on hearing. WHO. Ziauddin College of Speech Language & Hearing Sciences. (2013). Bachelor of Audiology and Speech-Language Therapy program outline. Karachi: Ziauddin University. == Iran == # Asghari, A., Farhadi, M., Daneshi, A., Khabazkhoob, M., Mohazzab-Torabi, S., Jalessi, M., & Emamjomeh, H. (2017). The prevalence of hearing impairment by age and gender in a population-based study. ''Iranian Journal of Public Health'', ''46''(9), 1237–1246.<ref>{{Cite journal|last=Asghari|first=Alimohamad|last2=Farhadi|first2=Mohammad|last3=Daneshi|first3=Ahmad|last4=Khabazkhoob|first4=Mehdi|last5=Mohazzab-Torabi|first5=Saman|last6=Jalessi|first6=Maryam|last7=Emamjomeh|first7=Hesamedin|date=2017-09|title=The Prevalence of Hearing Impairment by Age and Gender in a Population-based Study|url=https://pubmed.ncbi.nlm.nih.gov/29026790|journal=Iranian Journal of Public Health|volume=46|issue=9|pages=1237–1246|issn=2251-6085|pmc=5632326|pmid=29026790}}</ref> # Azizi, M.-H. (2007). The otorhinolaryngologic concepts as viewed by Rhazes and Avicenna. ''Archives of Iranian Medicine'', ''10''(4), 552.<ref>{{Cite journal|last=Azizi|first=Mohammad-Hossein|date=2007-10|title=The otorhinolaryngologic concepts as viewed by Rhazes and Avicenna|url=https://pubmed.ncbi.nlm.nih.gov/17903069|journal=Archives of Iranian Medicine|volume=10|issue=4|pages=552–555|issn=1029-2977|pmid=17903069}}</ref> # ''Heyat Omana Arzi – HOA|HOA is a nongovernmental public organization''. (n.d.). http://www.hoa-ir.com # ''IRI Medical Council > home''. (n.d.). https://irimc.org/ # Rahimi, F., Firoozbakht, M., Esmaeelzadeh, M., Mahmoudin, M., Alaeddini, F., & Rafiee, M. (2014). ''برنامه ملی کشوری، برنامه جامع غربال فراگیر شنوایی نوزادان  [National program- The comprehensive program of neonatal hearing screening]''. Birjand: Chaharderakht Publisher; Persian. Another study in southwest Iran reported a prevalence of 51.3% among adults aged 35-70 years. Hoveyzeh Ear Cohort Study in Southwest Iran: A Pilot Study<ref>{{Cite journal|last=Saki|first=Nader|last2=Cheraghian|first2=Bahman|last3=Zarandi|first3=Masoud Motasaddi|last4=Nemati|first4=Shadman|last5=Rahimi|first5=Zahra|last6=Rahim|first6=Fakher|last7=Poustchi|first7=Hossein|last8=Saki|first8=Sara|last9=Nikakhlagh|first9=Soheila|date=2023-09-10|title=Hoveyzeh Ear Cohort Study in Southwest Iran: A Pilot Study|url=https://publish.kne-publishing.com/index.php/AVR/article/view/13597|journal=Auditory and Vestibular Research|doi=10.18502/avr.v32i4.13597|issn=2008-2657}}</ref> A 2016 study found that 65% of children with profound hearing impairments had consanguineous parents. Consanguinity among parents of iranian deaf children<ref>{{Cite journal|last=Ajallouyan|first=Mohammad|last2=Radfar|first2=Shokofeh|last3=Nouhi|first3=Sima|last4=Tavallaie|first4=Seid Abbas|last5=Amirsalari|first5=Susan|last6=Yousefi|first6=Jaleh|last7=Hasanali Fard|first7=Mahdieh|date=2016-08-07|title=Consanguinity Among Parents of Iranian Deaf Children|url=https://archive.ircmj.com/article/18/11/16465-pdf.pdf|journal=Iranian Red Crescent Medical Journal|volume=18|issue=11|doi=10.5812/ircmj.22038|issn=2074-1804|pmc=5292111|pmid=28191326}}</ref> Genetic factors play a significant role in hearing loss in Iran, with a high prevalence of consanguineous marriages contributing to the incidence. Variants in genes such as GJB2, SLC26A4, MYO15A, MYO7A, CDH23, and TMC1 are common . The overall diagnosis rate of Hereditary Hearing Loss in Iran is about 83%. <ref>{{Cite journal|last=Aliazami|first=Farnoush|last2=Gilani|first2=Sapideh|last3=Farhud|first3=Dariush|last4=Naraghi|first4=Mohsen|last5=Afshari|first5=Mahdi|last6=Eslami|first6=Maryam|date=2023-05|title=Epidemiology, etiology, genetic variants in non- syndromic hearing loss in Iran: A systematic review and meta‐analysis|url=https://linkinghub.elsevier.com/retrieve/pii/S0165587623000782|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=168|pages=111512|doi=10.1016/j.ijporl.2023.111512}}</ref> == Tunisia == '''Nouaili, E.B.H., et al. (2010).''' ''Dépistage systématique de la surdité en maternité par oto-émissions acoustiques provoquées (O.T.E.A.P): Étude pilote.'' '''La Tunisie Médicale, 88(7), 482–485.'''<ref>{{Cite journal|last=Nouaili|first=Emira Ben Hamida|last2=Chaouachi|first2=Sihem|last3=Bezzine|first3=Ahlem|last4=Hamadi|first4=Majda|last5=Mbarek|first5=Chiraz|last6=Benlallehom|first6=Lotfi|last7=Marrakchi|first7=Zahra|date=2010-07|title=[Neonatal hearing screening with transient otoacoustic emissions: pilot study]|url=https://pubmed.ncbi.nlm.nih.gov/20582884|journal=La Tunisie Medicale|volume=88|issue=7|pages=482–485|issn=0041-4131|pmid=20582884}}</ref> Abed, A. B., Saad, H., Mustpha, R., Chiha, M., & Ben Gamra, S. (2013). Early hearing  screening by otoacoustic emissions and auditory brain stem response in Nabeul. ''La Tunisie Medicale'', ''91''(11), 643–647.<ref>{{Cite journal|last=Abed|first=Asma Bouaziz|last2=Saad|first2=Hamida|last3=Mustpha|first3=Rafiaa|last4=Chiha|first4=Mouna|last5=Ben Gamra|first5=Sana|date=2013-11|title=[Early hearning screening by otoacoustic emissions and auditory brain stem response in Nabeul]|url=https://pubmed.ncbi.nlm.nih.gov/24343487|journal=La Tunisie Medicale|volume=91|issue=11|pages=643–647|issn=0041-4131|pmid=24343487}}</ref> Diplôme d’Etat d’audioprothésiste. (n.d.). Onisep. [https://www.onisep.fr/ressources/univers-formation/formations/post-bac/diplome-d-etat-d-audioprothesiste?utm_source=chatgpt.com Diplôme d'État d'audioprothésiste - Onisep] '''Licence en Audioprothèse (3 ans, Tunisia)''' — Orientation portal entry: <nowiki>https://www.orientini.com/AR/Fiche_Orientation_Universitaire_Tunisie/310753/index.php</nowiki> Melliti, A., Melliti, S., & Sherwood, L. (2019). ''The history of audiology in Tunisia: Student audiogram.'' Student Academy of Doctors of Audiology Mokdad, M., Brayek, A., Abidi, B., & Gam, W. (2019, March). ''Santé Tunisie en chiffre 2017.'' (pp. 93–94). Tunisian Ministry of Health. http://www.santetunisie.rns.tn/ The World Bank. ''Country Profile – Tunisia | Data''. (n.d.).  https://www.worldbank.org/en/country/tunisia/overview?utm_source=chatgpt.com ''The economic context of Tunisia.'' (2020, July). Nordea https://www.nordea.com/en/news-insights/sign-up-for-the-nordea-economic-outlook?utm_source=chatgpt.com Tunisia [Map]. (2019). ''In One World- Nations Online''. == Germany == Epidemiological data on the prevalence of hearing disorders in Germany are sparse. A 2019 systematic review examinedstudies on prevalence or incidence of hearing impairment among German adults. The prevalences ascertained showed a broad range of between 16% and 25% and varied according to age, study setting, definition of hearing loss and method of data capture. <ref>{{Cite journal|last=Löhler|first=Jan|last2=Walther|first2=Leif Erik|last3=Hansen|first3=Fynn|last4=Kapp|first4=Philipp|last5=Meerpohl|first5=Jörg|last6=Wollenberg|first6=Barbara|last7=Schönweiler|first7=Rainer|last8=Schmucker|first8=Christine|date=2019-04|title=The prevalence of hearing loss and use of hearing aids among adults in Germany: a systematic review|url=https://pubmed.ncbi.nlm.nih.gov/30737583|journal=European archives of oto-rhino-laryngology: official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS): affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery|volume=276|issue=4|pages=945–956|doi=10.1007/s00405-019-05312-z|issn=1434-4726|pmc=6426811|pmid=30737583}}</ref> A 2023 study investigated the prevalence of hearing disorders and the actual provision with hearing aids in the city of Mainz and the neighboring Mainz‒Bingen district..<ref>{{Cite journal|last=Döge|first=Julia|last2=Hackenberg|first2=Berit|last3=O Brien|first3=Karoline|last4=Bohnert|first4=Andrea|last5=Rader|first5=Tobias|last6=Beutel|first6=Manfred E.|last7=Münzel|first7=Thomas|last8=Pfeiffer|first8=Norbert|last9=Nagler|first9=Markus|date=2023-02-17|title=The Prevalence of Hearing Loss and Provision With Hearing Aids in the Gutenberg Health Study|url=https://pubmed.ncbi.nlm.nih.gov/36519221|journal=Deutsches Arzteblatt International|volume=120|issue=Forthcoming|pages=99–106|doi=10.3238/arztebl.m2022.0385|issn=1866-0452|pmc=10132285|pmid=36519221}}</ref> The prevalence of hearing loss (regardless of severity) -in at least one ear was 40.6% in this study population. The hearing loss was mild in 22.5% of the participants, moderate in 8.3%. Some 2.8% had severe hearing loss. In this group, the women had better hearing than the men (by a mean 4.3 dB). The prevalence of hearing disorders rose with increasing age. Only 7.7% of the participants already had hearing aids for both ears. A 2021 study conducted in the same region of German reported the prevalence of 28.2% of hearing impairment of different degrees of severity. <ref>{{Cite journal|last=Hackenberg|first=Berit|last2=Döge|first2=Julia|last3=Lackner|first3=Karl J.|last4=Beutel|first4=Manfred E.|last5=Münzel|first5=Thomas|last6=Pfeiffer|first6=Norbert|last7=Nagler|first7=Markus|last8=Schmidtmann|first8=Irene|last9=Wild|first9=Philipp S.|date=2022-09|title=Hearing Loss and Its Burden of Disease in a Large German Cohort-Hearing Loss in Germany|url=https://pubmed.ncbi.nlm.nih.gov/34904723|journal=The Laryngoscope|volume=132|issue=9|pages=1843–1849|doi=10.1002/lary.29980|issn=1531-4995|pmid=34904723}}</ref> In 2024. a self-report study on the prevalence and co-prevalence of the audiovestibular symptoms hearing loss, tinnitus and dizziness in the Pomerania region of Germany reported a weighted prevalence of 14.2% for hearing loss, 9.7% for tinnitus, and 13.5% for dizziness in the population of 8134 study participants. Prevalence increased with age and differed among the sexes. Twenty eight of the study participants reported more than one symptom at once.<ref>{{Cite journal|last=Ihler|first=Friedrich|last2=Brzoska|first2=Tina|last3=Altindal|first3=Reyhan|last4=Dziemba|first4=Oliver|last5=Völzke|first5=Henry|last6=Busch|first6=Chia-Jung|last7=Ittermann|first7=Till|date=2024-07-31|title=Prevalence and risk factors of self-reported hearing loss, tinnitus, and dizziness in a population-based sample from rural northeastern Germany|url=https://pubmed.ncbi.nlm.nih.gov/39085387|journal=Scientific Reports|volume=14|issue=1|pages=17739|doi=10.1038/s41598-024-68577-3|issn=2045-2322|pmc=11291685|pmid=39085387}}</ref> A population-based two-staged ‘screening’ and ‘follow-up’ newborn hearing screening program in North-Rhine, Germany and a hospital-based screening at a University Hospital was conducted for the 2007–2016 period. The 10-year coverage rate for these newborns was 98.7%, the referral rate after a failed two-step screening was 3.4%, and the lost-to-follow-up rate was 1% but no information on final diagnosis was provided.<ref>{{Cite journal|last=Thangavelu|first=Kruthika|last2=Martakis|first2=Kyriakos|last3=Feldmann|first3=Silke|last4=Roth|first4=Bernhard|last5=Herkenrath|first5=Peter|last6=Lang-Roth|first6=Ruth|date=2023-10-23|title=Universal Newborn Hearing Screening Program: 10-Year Outcome and Follow-Up from a Screening Center in Germany|url=https://www.mdpi.com/2409-515X/9/4/61|journal=International Journal of Neonatal Screening|language=en|volume=9|issue=4|pages=61|doi=10.3390/ijns9040061|issn=2409-515X|pmc=10594500|pmid=37873852}}</ref> == Saudi Arabia == # Alanazi, A. A. (2017). Audiology and speech-pathology practice in Saudi Arabia. ''International Journal of Health Sciences, 11''(5), 43-55.<ref>{{Cite journal|last=Alanazi|first=Ahmad A.|date=2017|title=Audiology and speech-language pathology practice in Saudi Arabia|url=https://pubmed.ncbi.nlm.nih.gov/29114194|journal=International Journal of Health Sciences|volume=11|issue=5|pages=43–55|issn=1658-3639|pmc=5669511|pmid=29114194}}</ref> # Al-Rowaily, M, A, AlFayez, AI., AlJomiey, M. S., AlBadr, A. M., & Abolfotouh, M. A. (2012). Hearing impairments among Saudi preschool children. ''International Journal of Pediatric Otorhinolaryngology, 76''(11), 1674-1677. <ref>{{Cite journal|last=Al-Rowaily|first=Mohammed A.|last2=AlFayez|first2=Abdulrhman I.|last3=AlJomiey|first3=Mohammed S.|last4=AlBadr|first4=Adil M.|last5=Abolfotouh|first5=Mostafa A.|date=2012-11|title=Hearing impairments among Saudi preschool children|url=https://linkinghub.elsevier.com/retrieve/pii/S016558761200448X|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=76|issue=11|pages=1674–1677|doi=10.1016/j.ijporl.2012.08.004}}</ref> # Habib, H. S., & Abdelgaffar, H. (2005). Neonatal hearing screening with transient evoked otoacoustic emissions in Western Saudi Arabia. ''International Journal of pediatric Otorhinolaryngology, 69''(6), 839-842.<ref>{{Cite journal|last=Habib|first=H.S.|last2=Abdelgaffar|first2=H.|date=2005-06|title=Neonatal hearing screening with transient evoked otoacoustic emissions in Western Saudi Arabia|url=https://linkinghub.elsevier.com/retrieve/pii/S0165587605000595|journal=International Journal of Pediatric Otorhinolaryngology|language=en|volume=69|issue=6|pages=839–842|doi=10.1016/j.ijporl.2005.01.018}}</ref> # Olusanya, B. O. (2012). Neonatal hearing screening and intervention in resource-limited settings: An overview. ''Archives of Disease in Childhood, 97'', 654-659.<ref>{{Cite journal|last=Olusanya|first=Bolajoko O.|date=2012-07|title=Neonatal hearing screening and intervention in resource-limited settings: an overview|url=https://pubmed.ncbi.nlm.nih.gov/22611062|journal=Archives of Disease in Childhood|volume=97|issue=7|pages=654–659|doi=10.1136/archdischild-2012-301786|issn=1468-2044|pmid=22611062}}</ref> # '''Bafaqeeh SA, Zakzouk SM, al Muhaimeid H, Essa A.''' ''Relevant demographic factors and hearing impairment in Saudi children: epidemiological study.'' – ''J Laryngol Otol.'' 1994 Apr;108(4):294-298.<ref>{{Cite journal|last=Bafaqeeh|first=S. A.|last2=Zakzouk|first2=S. M.|last3=al Muhaimeid|first3=H.|last4=Essa|first4=A.|date=1994-04|title=Relevant demographic factors and hearing impairment in Saudi children: epidemiological study|url=https://pubmed.ncbi.nlm.nih.gov/8182312|journal=The Journal of Laryngology and Otology|volume=108|issue=4|pages=294–298|doi=10.1017/s0022215100126581|issn=0022-2151|pmid=8182312}}</ref> #'''Zakzouk SM; Jamal TS; Daghistani KJ, et al.''' ''The prevalence of sensorineural hearing loss among Saudi children.''<ref>{{Cite journal|last=Al-Abduljawad|first=Khayria A|last2=Zakzouk|first2=Siraj M|date=2003-10|title=The prevalence of sensorineural hearing loss among Saudi children|url=https://linkinghub.elsevier.com/retrieve/pii/S0531513103009130|journal=International Congress Series|language=en|volume=1240|pages=199–204|doi=10.1016/S0531-5131(03)00913-0}}</ref> == Japan == # Ministry of Foreign Affairs: https://www.mofa.go.jp/territory/page1we_000006.html # Ministry of Internal Affairs and Communications. STATISTICAL HANDBOOK OF JAPAN 2023. https://www.stat.go.jp/english/data/handbook/index.html # The Infant and Child Committee Report of the Japanese Society of Otorhinolaryngology Head and Neck Surgery. Nippon Jibiinkoka Tokeibugeka Gakkai Kaiho Tokyo. 107: 529-546; 2004<ref>{{Cite journal|last=Otorhinolaryngology Head and Neck Surgery|first=Japanese Society|date=2004|title=The Infant and Child Committee Report|journal=Nippon Jibiinkoka Tokeibugeka Gakkai Kaiho Tokyo|volume=107|pages=529-564}}</ref> # Fukuda S, et al. Newborn Hearing Screening in Okayama Prefecture. the Japanese Journal of Voice and Speech Disorders 47: 379-383; 2006<ref>{{Cite journal|last=Fukuda|first=S|date=2006|title=Newborn Hearing Screening in Okayama Prefecture|journal=The Japanese Journal of Voice and Speech Disorders|volume=47|pages=379-383}}</ref> # Japan Hearing instruments manufacturers association. JapanTrak 2018. https://www.hear-it.org/japan-one-in-eight-say-they-have-a-hearing-loss. # Wasano K, et al. Patterns of hearing changes in women and men from denarians to nonagenarians. The Lancet Regional Health - Western Pacific. 9: 100131; 2021<ref>{{Cite journal|last=Wasano|first=Koichiro|last2=Kaga|first2=Kimitaka|last3=Ogawa|first3=Kaoru|date=2021-04|title=Patterns of hearing changes in women and men from denarians to nonagenarians|url=https://linkinghub.elsevier.com/retrieve/pii/S2666606521000407|journal=The Lancet Regional Health - Western Pacific|language=en|volume=9|pages=100131|doi=10.1016/j.lanwpc.2021.100131|pmc=8315603|pmid=34327440}}</ref> # Uchida Y, et al. Estimates of the size of the hearing-impaired elderly population in Japan and 10-year incidence of hearing loss by age, based on data from the National Institute for Longevity Sciences-Longitudinal Study of Aging (NILS-LSA). Japanese Journal of Geriatrics<ref>{{Cite journal|last=Uchida|first=Yasue|last2=Sugiura|first2=Saiko|last3=Nakashima|first3=Tsutomu|last4=Ando|first4=Fujiko|last5=Shimokata|first5=Hiroshi|date=2012|title=Estimates of the size of the hearing-impaired elderly population in Japan and 10-year incidence of hearing loss by age, based on data from the National Institute for Longevity Sciences-Longitudinal Study of Aging (NILS-LSA)|url=https://www.jstage.jst.go.jp/article/geriatrics/49/2/49_222/_article/-char/ja/|journal=Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics|language=en|volume=49|issue=2|pages=222–227|doi=10.3143/geriatrics.49.222|issn=0300-9173}}</ref> # 2026 Prevalence, Age-Standardized Prevalence, and Incidence Rates of Bilateral High-Frequency Hearing Loss among Japanese Individuals Undergoing Comprehensive Health Checkup System (''Ningen Dock'') from 2014 to 2020: A Descriptive Study <ref>{{Cite journal|date=2026|title=Prevalence, Age-Standardized Prevalence, and Incidence Rates of Bilateral High-Frequency Hearing Loss among Japanese Individuals Undergoing Comprehensive Health Checkup System (Ningen Dock) from 2014 to 2020: A Descriptive Study|url=https://www.jmaj.jp/detail.php?id=10.31662/jmaj.2024-0328|journal=JMA Journal|language=en|volume=9|issue=1|doi=10.31662/jmaj.2024-0328|issn=2433-3298}}</ref> the prevalence was < 4% in the early 50s, reaching 46.5% and 20.2% in males and females, respectively, in their 70s. Incidence rates were 10.8 and 2.1, respectively, in the 50s, increasing to 106.7 and 43.5, respectively, in the 80s. Age-standardized prevalence slightly decreased from 2014 to 2020 in both sexes. == Malawi == [https://pubs.asha.org/doi/10.1044/2024_PERSP-24-00190 Facilitators and Barriers to Audiologic Follow-Up in Malawi | Perspectives of the ASHA Special Interest Groups]<ref>{{Cite journal|last=Dissi|first=Alex|last2=Makoka|first2=Alinafe|last3=Dowdy|first3=Madison|last4=Curtis|first4=Danielle|last5=Toman|first5=Julia|last6=Porterfield|first6=J. Zachary|last7=Arnold|first7=Michelle|last8=Vallario|first8=Jenna|date=2025-12-08|title=Facilitators and Barriers to Audiologic Follow-Up in Malawi|url=https://pubs.asha.org/doi/10.1044/2024_PERSP-24-00190|journal=Perspectives of the ASHA Special Interest Groups|language=en|volume=10|issue=6|pages=1888–1905|doi=10.1044/2024_PERSP-24-00190|issn=2381-4764}}</ref> Hearing Health Awareness and the Need for Educational Outreach Amongst Teachers in Malawi<ref>{{Cite journal|last=Kapalamula|first=Grant|last2=Gordie|first2=Kelly|last3=Khomera|first3=Memory|last4=Porterfield|first4=J. Zachary|last5=Toman|first5=Julia|last6=Vallario|first6=Jenna|date=2023-04-12|title=Hearing Health Awareness and the Need for Educational Outreach Amongst Teachers in Malawi|url=https://www.mdpi.com/2039-4349/13/2/24|journal=Audiology Research|language=en|volume=13|issue=2|pages=271–284|doi=10.3390/audiolres13020024|issn=2039-4349|pmc=10135795|pmid=37102774}}</ref> African Bible Colleges (2018). Rationale for the Development of the Audiology Program in Malawi, ''Bachelor of Science in Audiology Curriculum, Malawi.'' [https://www.whed.net/institutions/IAU-030890 African Bible College, Malawi - WHED - IAU's World Higher Education Database] Arizona State University Hearing for Humanity. (2021). ''Hearing for Humanity: Who are we?'' [https://hearingforhumanity.wordpress.com/about/ About | Hearing for Humanity] Bright, T., Mulwafu, W., Thindwa, R., Zuurmond, M., & Polack, S. (2017). Reasons for low uptake of referrals to ear and hearing services for children in Malawi. ''PLoS One, 12''(12), e0188703.<ref>{{Cite journal|last=Bright|first=Tess|last2=Mulwafu|first2=Wakisa|last3=Thindwa|first3=Richard|last4=Zuurmond|first4=Maria|last5=Polack|first5=Sarah|date=2017-12-19|editor-last=Federici|editor-first=Stefano|title=Reasons for low uptake of referrals to ear and hearing services for children in Malawi|url=https://dx.plos.org/10.1371/journal.pone.0188703|journal=PLOS ONE|language=en|volume=12|issue=12|pages=e0188703|doi=10.1371/journal.pone.0188703|issn=1932-6203|pmc=5736203|pmid=29261683}}</ref> Caron, C. (2016, March 10). ''So you want to be a Humanitarian audiologist?'' [Interview] Student Academy of Audiology. Deaf Kidz International. (2021). ''We are Deaf Kidz International'' EARS Incorporated. (2021). ''About us.'' Geography of Malawi. (2021, March 23). In ''Wikipedia.'' Hear the World Foundation. (n.d.). ''Equal Opportunities and Improved Quality of Life.'' Hrapcak, S., Kuper, H., Bartlett, P., Devendra, A., Makawa, A., Kim, M., Kazembe, E., & Ahmed, S. (2016). Hearing Loss in HIV-Infected Children in Lilongwe, Malawi. ''PLoS ONE'' 11(8): e0161421.<ref>{{Cite journal|last=Hrapcak|first=Susan|last2=Kuper|first2=Hannah|last3=Bartlett|first3=Peter|last4=Devendra|first4=Akash|last5=Makawa|first5=Atupele|last6=Kim|first6=Maria|last7=Kazembe|first7=Peter|last8=Ahmed|first8=Saeed|date=2016|title=Hearing Loss in HIV-Infected Children in Lilongwe, Malawi|url=https://pubmed.ncbi.nlm.nih.gov/27551970|journal=PloS One|volume=11|issue=8|pages=e0161421|doi=10.1371/journal.pone.0161421|issn=1932-6203|pmc=4995021|pmid=27551970}}</ref> Hunt, L., Mulwafu, W., Knott, V., Ndamala, C. B., Naunje, A. W., Dewhurst, S., … & Mortimer, K. (2017). Prevalence of paediatric chronic suppurative otitis media and hearing impairment in rural Malawi: A cross-sectional survey. ''PLoS One, 12''(12), e0188950.<ref>{{Cite journal|last=Hunt|first=Luke|last2=Mulwafu|first2=Wakisa|last3=Knott|first3=Victoria|last4=Ndamala|first4=Chifundo B.|last5=Naunje|first5=Andrew W.|last6=Dewhurst|first6=Sam|last7=Hall|first7=Andrew|last8=Mortimer|first8=Kevin|date=2017|title=Prevalence of paediatric chronic suppurative otitis media and hearing impairment in rural Malawi: A cross-sectional survey|url=https://pubmed.ncbi.nlm.nih.gov/29267304|journal=PloS One|volume=12|issue=12|pages=e0188950|doi=10.1371/journal.pone.0188950|issn=1932-6203|pmc=5739401|pmid=29267304}}</ref> Makwero M. T. (2018). Delivery of primary health care in Malawi. ''African Journal of Primary Health Care & Family Medicine'', ''10''(1), e1–e3.<ref>{{Cite journal|last=Makwero|first=Martha T.|date=2018-06-21|title=Delivery of primary health care in Malawi|url=https://pubmed.ncbi.nlm.nih.gov/29943590|journal=African Journal of Primary Health Care & Family Medicine|volume=10|issue=1|pages=e1–e3|doi=10.4102/phcfm.v10i1.1799|issn=2071-2936|pmc=6018651|pmid=29943590}}</ref> Malawi Demographics''.'' (2020). ''Worldometer.info''. Mulwafu, W., Thindwa, R., Prescott, C., Nyirenda, T. E. (2017). Strategies to combat ear and hearing disorders in a poor African country, the Malawi National Plan. ''Glob J Otolaryngol'' ''10''(1): 555776. <ref>{{Cite journal|last=Elliot|first=Nyirenda Thomas|date=2017-08-24|title=Strategies to combat ear and hearing disorders in a poor African country, the Malawi National Plan|url=https://juniperpublishers.com/gjo/GJO.MS.ID.555776.php|journal=Global Journal of Otolaryngology|volume=10|issue=1|doi=10.19080/GJO.2017.10.555776}}</ref>. Mulwafu, W., Tataryn, M., Polack, S., Viste, A., Goplen, F. K., & Kuper, H. (2019). Children with hearing impairment in Malawi, a cohort study. ''Bulletin of the World Health Organization, 97''(10), 654.<ref>{{Cite journal|last=Mulwafu|first=Wakisa|last2=Tataryn|first2=Myroslava|last3=Polack|first3=Sarah|last4=Viste|first4=Asgaut|last5=Goplen|first5=Frederik Kragerud|last6=Kuper|first6=Hannah|date=2019-10-01|title=Children with hearing impairment in Malawi, a cohort study|url=https://pubmed.ncbi.nlm.nih.gov/31656330|journal=Bulletin of the World Health Organization|volume=97|issue=10|pages=654–662|doi=10.2471/BLT.18.226241|issn=1564-0604|pmc=6796677|pmid=31656330}}</ref> Olusanya, B. O., Neumann, K. J., & Saunders, J. E. (2014). The global burden of disabling hearing impairment: a call to action. ''Bulletin of the World Health Organization, 92'', 367-373.<ref>{{Cite journal|last=Olusanya|first=Bolajoko O.|last2=Neumann|first2=Katrin J.|last3=Saunders|first3=James E.|date=2014-05-01|title=The global burden of disabling hearing impairment: a call to action|url=https://pubmed.ncbi.nlm.nih.gov/24839326|journal=Bulletin of the World Health Organization|volume=92|issue=5|pages=367–373|doi=10.2471/BLT.13.128728|issn=1564-0604|pmc=4007124|pmid=24839326}}</ref> Parmar, B., Phiri, M., Caron, C., Bright, T., & Mulwafu, W. (2021). Development of a public audiology service in Southern Malawi: profile of patients across two years. ''International Journal of Audiology'', 1-8.<ref>{{Cite journal|last=Parmar|first=Bhavisha|last2=Phiri|first2=Mwanaisha|last3=Caron|first3=Courtney|last4=Bright|first4=Tess|last5=Mulwafu|first5=Wakisa|date=2021-10-01|title=Development of a public audiology service in Southern Malawi: profile of patients across two years|url=https://www.tandfonline.com/doi/full/10.1080/14992027.2020.1864486|journal=International Journal of Audiology|language=en|volume=60|issue=10|pages=789–796|doi=10.1080/14992027.2020.1864486|issn=1499-2027}}</ref> Sound Seekers. (2018). ''Malawi: Developing the first comprehensive audiology service in Southern Malawi.'' [https://www.entandaudiologynews.com/media/17183/entso19-prasad.pdf entso19-prasad.pdf] Development of a public audiology service in Southern Malawi: profile of patients across two years<ref>{{Cite journal|last=Parmar|first=Bhavisha|last2=Phiri|first2=Mwanaisha|last3=Caron|first3=Courtney|last4=Bright|first4=Tess|last5=Mulwafu|first5=Wakisa|date=2021-10|title=Development of a public audiology service in Southern Malawi: profile of patients across two years|url=https://pubmed.ncbi.nlm.nih.gov/33433249|journal=International Journal of Audiology|volume=60|issue=10|pages=789–796|doi=10.1080/14992027.2020.1864486|issn=1708-8186|pmid=33433249}}</ref> Tataryn, M., Chokotho, L., Mulwafu, W., Kayange, P., Polack, S., Lavy, C., Kuper, H. (2019). The Malawi Key Informant Child Disability Project. ''International Centre for Evidence in Disability''. <ref>{{Cite journal|last=Tataryn|first=Myroslava|last2=Polack|first2=Sarah|last3=Chokotho|first3=Linda|last4=Mulwafu|first4=Wakisa|last5=Kayange|first5=Petros|last6=Banks|first6=Lena Morgon|last7=Noe|first7=Christiane|last8=Lavy|first8=Chris|last9=Kuper|first9=Hannah|date=2017-12|title=Childhood disability in Malawi: a population based assessment using the key informant method|url=https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-017-0948-z|journal=BMC Pediatrics|language=en|volume=17|issue=1|doi=10.1186/s12887-017-0948-z|issn=1471-2431|pmc=5704595|pmid=29179740}}</ref> Worldometer.info (2021). [https://www.worldometers.info/ Worldometer - real time world statistics] World Bank. (2016). ''Poverty headcount ratio at national poverty lines (% of population) – Malawi.'' [https://data.worldbank.org/indicator/SI.POV.NAHC?locations=MW Poverty headcount ratio at national poverty lines (% of population) - Malawi | Data] == Ethiopia == <ref>{{Cite journal|last=Mulwafu|first=Wakisa|last2=Ensink|first2=Robbert|last3=Kuper|first3=Hannah|last4=Fagan|first4=Johannes|date=2017-01|title=Survey of ENT services in sub-Saharan Africa: little progress between 2009 and 2015|url=https://www.tandfonline.com/doi/full/10.1080/16549716.2017.1289736|journal=Global Health Action|language=en|volume=10|issue=1|doi=10.1080/16549716.2017.1289736|issn=1654-9716|pmc=5496047|pmid=28485648}}</ref> <ref>{{Cite journal|last=Smith|first=Alden F.|last2=Ianacone|first2=David C.|last3=Ensink|first3=Robbert J. H.|last4=Melaku|first4=Abebe|last5=Casselbrant|first5=Margaretha L.|last6=Isaacson|first6=Glenn|date=2017-07|title=Prevalence of hearing-loss among HAART-treated children in the Horn of Africa|url=https://pubmed.ncbi.nlm.nih.gov/28583495|journal=International Journal of Pediatric Otorhinolaryngology|volume=98|pages=166–170|doi=10.1016/j.ijporl.2017.04.050|issn=1872-8464|pmid=28583495}}</ref> == Mexico == More recently, in 2028, approximately 10 million people in Mexico were estimated to have some type of hearing disorder, with 200,000 to 400,000 experiencing total deafness.<ref>{{Cite journal|last=Socorro|first=PA, Contreras-Rivas PI|date=2018|title=Prevalencia de hipoacusia en recién nacidos sanos en un hospital de tercer nivel de atención. Detección mediante tamiz auditivo neonatal|journal=Revista Mexicana de Pediatria|volume=85|pages=130-134}}</ref> Self report data from 2019 indicated high prevalence of hearing loss in various age groups. <ref>{{Cite journal|last=Graue-Hernández|first=Enrique O|last2=Gómez-Dantés|first2=Héctor|last3=Romero-Martínez|first3=Martín|last4=Bravo|first4=Gerardo|last5=Arrieta-Camacho|first5=Jesús|last6=Jiménez-Corona|first6=Aida|date=2019-10-23|title=Self-reported hearing loss and visual impairment in adults from Central Mexico|url=http://www.saludpublica.mx/index.php/spm/article/view/10086|journal=Salud Pública de México|volume=61|issue=5, sep-oct|pages=629|doi=10.21149/10086|issn=1606-7916}}</ref> == Guatemala == Direct studies on the epidemiology of hearing loss in Guatemala are limited, but information on key demographic factors that can play a role can shed some light on the possible burden of hearing loss for the country. Guatemala is a multi-ethnic country with major populations including Maya, Ladino, Xinca, and Garifuna. Genetic studies have shown that specific mutations, such as in the GJB2 gene, are prevalent among the Mayan population, suggesting a genetic predisposition to hearing loss in this ethnic group.<ref>{{Cite journal|last=Carranza|first=C.|last2=Menendez|first2=I.|last3=Herrera|first3=M.|last4=Castellanos|first4=P.|last5=Amado|first5=C.|last6=Maldonado|first6=F.|last7=Rosales|first7=L.|last8=Escobar|first8=N.|last9=Guerra|first9=M.|date=2016-04|title=A Mayan founder mutation is a common cause of deafness in Guatemala|url=https://onlinelibrary.wiley.com/doi/10.1111/cge.12676|journal=Clinical Genetics|language=en|volume=89|issue=4|pages=461–465|doi=10.1111/cge.12676|issn=0009-9163|pmc=5484753|pmid=26346709}}</ref> Socioeconomic status has been associated with hearing loss. A 2020 study conducted in Guatemala reported that the provision of hearing aids was shown to improve economic circumstances, quality of life, and mental health among affected individuals.<ref>{{Cite journal|last=Spreckley|first=Mark|last2=Macleod|first2=David|last3=González Trampe|first3=Brenda|last4=Smith|first4=Andrew|last5=Kuper|first5=Hannah|date=2020-05-15|title=Impact of Hearing Aids on Poverty, Quality of Life and Mental Health in Guatemala: Results of a before and after Study|url=https://www.mdpi.com/1660-4601/17/10/3470|journal=International Journal of Environmental Research and Public Health|language=en|volume=17|issue=10|pages=3470|doi=10.3390/ijerph17103470|issn=1660-4601|pmc=7277678|pmid=32429252}}</ref> The availability and quality of audiological services in Guatemala are limited (see Challenges below). There is a lack of culturally sensitive client-family counseling and community-based counseling services, which are crucial for addressing the needs of those with hearing impairment. <ref>{{Cite book|title=Audiology in developing countries|date=2008|publisher=Nova Science Publishers|isbn=978-1-60456-945-2|editor-last=McPherson|editor-first=Bradley|location=New York|editor-last2=Brouillette|editor-first2=Ron}}</ref> == Nigeria == [https://www.worldometers.info/ Worldometer - real time world statistics] In Nigeria, while specific nationwide data is limited there are some recent regional or subgroup specific estimates of the prevalence and incidence of hearing loss. A study conducted in North Central Nigeria found a significant prevalence of hearing loss among patients attending an otolaryngology clinic. The prevalence of sensorineural hearing loss (SNHL) was notably high, with 24-28% of patients affected, which is higher than global estimates of 1.7-8.4%. <ref>{{Cite journal|last=Ma’an|first=Nuhu D.|last2=Turaki|first2=Ishaku|last3=Shwe|first3=David|last4=Nansak|first4=Bulus|last5=Babson|first5=Benjamin|last6=Gomerep|first6=Simji|last7=Malaya|first7=Lauren|last8=Moffatt|first8=David|last9=Shakibai|first9=Nasim|date=2023-04-25|editor-last=Robinson|editor-first=Julia|title=Analysis of sensorineural hearing loss in patients attending an otolaryngology clinic in North Central Nigeria|url=https://dx.plos.org/10.1371/journal.pgph.0000685|journal=PLOS Global Public Health|language=en|volume=3|issue=4|pages=e0000685|doi=10.1371/journal.pgph.0000685|issn=2767-3375|pmc=10128921|pmid=37097989}}</ref> The incidence of hearing impairment in children being treated at a private audiology clinic in Port Harcourt was significant, with 48.9% of the children showing evidence of hearing impairment.<ref>{{Cite journal|last=Alikor|first=E. a. D.|last2=Otana|first2=A. O.|date=2005|title=Pattern of childhood deafness in an audiologic centre in Port Harcourt, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/16350704|journal=Nigerian Journal of Medicine: Journal of the National Association of Resident Doctors of Nigeria|volume=14|issue=3|pages=307–310|issn=1115-2613|pmid=16350704}}</ref> The majority of these cases were of profound or severe severity. Rates reaching 47%, 57% and 87% were reported among individuals affected respectively by diabetes, HIV or chronic kidney disease.<ref>{{Cite journal|last=Nwosu|first=Jones Ndubuisi|last2=Chime|first2=Ethel Nkechi|date=2017-05-02|title=Hearing thresholds in adult Nigerians with diabetes mellitus: a case&ndash;control study|url=https://www.dovepress.com/hearing-thresholds-in-adult-nigerians-with-diabetes-mellitus-a-case-co-peer-reviewed-fulltext-article-DMSO|journal=Diabetes, Metabolic Syndrome and Obesity|language=English|volume=10|pages=155–160|doi=10.2147/DMSO.S128502}}</ref> <ref>{{Cite journal|last=Alabi|first=B. S.|last2=Salami|first2=A. K.|last3=Afolabi|first3=O. A.|last4=Aremu|first4=S. K.|last5=Olawumi|first5=H. O.|last6=Odeigah|first6=L. O.|last7=Akande|first7=H. J.|date=2013|title=Otologic and audiological evaluation among HIV patients in Ilorin, Nigeria|url=https://pubmed.ncbi.nlm.nih.gov/24579491|journal=Nigerian Quarterly Journal of Hospital Medicine|volume=23|issue=1|pages=29–32|issn=0189-2657|pmid=24579491}}</ref><ref>{{Cite journal|last=Fufore|first=MohammedBello|last2=Kirfi|first2=AbdullahiMusa|last3=Salisu|first3=AbubakarDanjuma|last4=Samdi|first4=ThomasMusa|last5=Abubakar|first5=AbdulhameedBala|last6=Onakoya|first6=PaulAdekunle|date=2019|title=Prevalence and pattern of hearing loss in patients with chronic kidney disease in Kaduna, Northwestern Nigeria|url=http://www.indianjotol.org/text.asp?2019/25/4/201/272254|journal=Indian Journal of Otology|language=en|volume=25|issue=4|pages=201|doi=10.4103/indianjotol.INDIANJOTOL_94_19|issn=0971-7749}}</ref> A study among sawmillers in Kaduna found a prevalence of SNHL at 26.7%, with noise levels at the workplace ranging from 85 to 105 dB.<ref>{{Cite journal|last=Abubakar|first=TijjaniSa'idu|last2=Labaran|first2=AbimikuSolomon|last3=Mohammed|first3=GarbaMainasara|last4=Kirfi|first4=AbdullahiMusa|last5=Nwaorgu|first5=OnyekwereGeorge Benjamin|date=2016|title=Hearing threshold of sawmillers in Kaduna, Nigeria|url=http://www.indianjotol.org/text.asp?2016/22/3/152/187974|journal=Indian Journal of Otology|language=en|volume=22|issue=3|pages=152|doi=10.4103/0971-7749.187974|issn=0971-7749}}</ref> In the Yoruba-speaking regions, the prevalence of hearing impairment among individuals aged 65 and older was found to be 6.1.<ref>{{Cite journal|last=Lasisi|first=Akeem O.|last2=Abiona|first2=Taiwo|last3=Gureje|first3=Oye|date=2010-08|title=The prevalence and correlates of self-reported hearing impairment in the Ibadan Study of Ageing|url=https://academic.oup.com/trstmh/article-lookup/doi/10.1016/j.trstmh.2010.03.009|journal=Transactions of the Royal Society of Tropical Medicine and Hygiene|language=en|volume=104|issue=8|pages=518–523|doi=10.1016/j.trstmh.2010.03.009|pmc=2904808|pmid=20462622}}</ref> Increasing age was associated with a higher prevalence of hearing impairment. of 15 years had evidence of hearing impairment. Recently, the Federal University of Health Sciences Ila, Orangun Osun State, and the University of Medical Sciences Ondo State are the latest institutions that have been accredited by the National University Commission (NUC) to commence full-fledged Audiology programs in a medical/health institution in 2022 (Owolawi, 2024<ref>{{Cite journal|last=Agbu|first=Ikong Michael|last2=Oluwadunni|first2=James Ruth|last3=Agbonmeire|first3=Ademola-Sokoya Grace|last4=Grace|first4=Ogunniyi|last5=Ogechi|first5=Dr. Akpalaba Immaculata|last6=Oyetunde|first6=Dr. Olarinoye Timothy|last7=Oyedele|first7=Owolawi Wahab|last8=Abiola|first8=Ademokoya Julius|date=2024-07-01|title=Awareness and knowledge level of audiology and speech language pathology/therapy among university students in Nigeria|url=https://www.rehabilitationjournals.com/speech-and-audiology-journal/archives/2024.v5.i2.A.60|journal=International Journal of Speech and Audiology|volume=5|issue=2|pages=37–42|doi=10.22271/27103846.2024.v5.i2a.60}}</ref>). == India == # Archana, G., Krishna, Y., & Shiny, R. 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Asia Pacific Disability Rehabilitation Journal, 16(1), 16–40.<ref>{{Cite journal|last=Zeshan|first=U, Vasishta MN, Sethna M|date=2005|title=Implementation of Indian Sign Language in educational settings|journal=Asia Pacific Disability Rehabilitation Journal|volume=16|pages=16-40}}</ref> == Ethyopia == Prevalence of hearing loss and factors associated with hearing loss in Ethiopia: findings from the 2023 National Ethiopia Hearing Survey 10.1136/bmjopen-2024-086288 <ref>{{Cite journal|last=Meshesha|first=Alene|last2=Fröschl|first2=Uta|last3=Kebede|first3=Michael|last4=Biratu|first4=Tolesa Diriba|last5=Worku|first5=Yoseph|last6=Hunduma|first6=Fufa|date=2025-01|title=Prevalence of hearing loss and factors associated with hearing loss in Ethiopia: findings from the 2023 National Ethiopia Hearing Survey|url=https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2024-086288|journal=BMJ Open|language=en|volume=15|issue=1|pages=e086288|doi=10.1136/bmjopen-2024-086288|issn=2044-6055|pmc=11883615|pmid=39753268}}</ref> == Argentina == Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) Testing<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> *Several key issues can be identified as challenges in delivering hearing care in Argentina including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * '''Integration into Primary Care''' * Expanding '''Telehealth and Innovative Approaches''' * '''Communication Barriers''' * '''Lack of Trained Personnel''' * '''Resource Constraints''' * '''Equipment and Facilities''' * '''Funding''' '''for resources and''' infrastructure . * '''Awareness and Education''' == Palestine == 8.Le Monde (2026-01-08). “In Gaza, the war is creating a new generation of deaf children”. Le Monde. <nowiki>https://www.lemonde.fr/en/international/article/2026/01/08/in-gaza-the-war-is-creating-a-newgeneration-of-deaf-children_6749191_4.html</nowiki> . Retrieved 2026-01-10. 9.The Independent (2024). “UN warns of growing number of people with disabilities in Gaza amid war”. The Independent. <nowiki>https://www.independent.co.uk/news/gaza-united-nations-israeli-hamas-netherlandsb2817776.html</nowiki> . Retrieved 2025-01-15. 10. UN News (2024-04). “Gaza: Surge in disability amid ongoing hostilities”. United Nations News. <nowiki>https://news.un.org/en/story/2024/04/1149091</nowiki> . Retrieved 2025-01-15. 11. Palestine Chronicle (2026). “35,000 partially or completely deaf in Gaza due to Israeli bombings”. Palestine Chronicle. <nowiki>https://www.palestinechronicle.com/35000-partially-or-completely-deaf-in-gaza-dueto-israeli-bombings-report/</nowiki> . Retrieved 2026-01-12. 12. American Speech-Language-Hearing Association (2024). “Addressing hearing loss among Palestinians living in refugee camps”. ASHA Perspectives. doi:10.1044/2024_PERSP-23-00251<ref>{{Cite journal|last=Pakulski|first=Lori A.|date=2024-08|title=Addressing Hearing Loss of Palestinians Living in Refugee Camps|url=https://pubs.asha.org/doi/10.1044/2024_PERSP-23-00251|journal=Perspectives of the ASHA Special Interest Groups|language=en|volume=9|issue=4|pages=1188–1196|doi=10.1044/2024_PERSP-23-00251|issn=2381-4764}}</ref>. 13. Office of the United Nations High Commissioner for Human Rights (2025). “The percentage of persons with disabilities in Gaza has increased due to the excessive use of force”. OHCHR. <nowiki>https://www.ohchr.org/en/meeting-summaries/2025/08/percentage-persons-disabilities-gaza-hasincreased-because-excessive-use</nowiki> . Retrieved 2025-08-20. 14. United Nations Children’s Fund (2024). “UNICEF delivers critical hearing aids to children in Gaza”. UNICEF. <nowiki>https://www.unicef.org/sop/stories/unicef-delivers-critical-hearing-aids-gaza-children</nowiki> . Retrieved 2025-01-18. 15. Atfaluna Society for Deaf Children (2024a). “In Gaza: Hearing loss – A growing concern and urgent audiology responses”. PNGO Portal. <nowiki>https://en.pngoportal.org/post/3906/In-Gaza-HearingLoss-a-Growing-Concern-Urgent-Audiology-Responses-in-Gaza-by-Atfaluna-Society</nowiki> . Retrieved 2025-01-18. 16. Atfaluna Society for Deaf Children (2024b). “Organizational reports and advocacy on hearing disability in Gaza”. ReliefWeb. <nowiki>https://reliefweb.int/organization/atfaluna</nowiki> . Retrieved 2025-01-18. == Australia == * '''Permanent Childhood Hearing Impairment:''' The prevalence of moderate and more severe hearing loss (≥ 40 dB HL) in children rises from 1.04 per 1000 live births at 3 years of age to 1.57 per 1000 live births for children between 9 and 16 years of age. Mild hearing loss (< 40 dB HL) increases from 0.28 per 1000 live births at 3 years to 1.68 per 1000 live births at 9 years and older- The ages of intervention in regions with and without universal newborn hearing screening and prevalence of childhood hearing impairment in Australia <ref>{{Cite journal|title=The Ages of Intervention in Regions With and Without Universal Newborn Hearing Screening and Prevalence of Childhood Hearing Impairment in Australia|url=http://www.portico.org/Portico/article?article=pf16jrb3hm|journal=Australian and New Zealand Journal of Audiology|date=2006-11-01|pages=137–150|volume=28|issue=2|doi=10.1375/audi.28.2.137|first=Teresa Y.C|last=Ching|first2=Ron|last2=Oong|first3=Emma van|last3=Wanrooy}}</ref> *#* '''School-Aged Children:''' Among urban Australian school-aged children (5 to 7 years), the prevalence of bilateral hearing loss ≥26 dB was 2.1% 10.21037/ajo.2020.02.02<ref>{{Cite journal|title=Cross-sectional prevalence and risk factors for otitis media and hearing loss in Australian children aged 5 to 7 years: a prospective cohort study|url=https://www.theajo.com/article/view/4259/html|journal=Australian Journal of Otolaryngology|date=2020-03|pages=0–0|volume=3|doi=10.21037/ajo.2020.02.02|first=Christopher G.|last=Brennan-Jones|first2=Hrehan H.|last2=Hakeem|first3=Cheryl Da|last3=Costa|first4=Weijie|last4=Weng|first5=Andrew J. O.|last5=Whitehouse|first6=Sarra E.|last6=Jamieson|first7=Robert H.|last7=Eikelboom}}</ref> . *#* '''11-12 Year Olds:''' In a national study, the prevalence of bilateral and unilateral hearing loss ≥16 dB HL was 9.3% and 13.3%, respectively. Slight losses (16-25 dB HL) were more prevalent than mild or greater losses (≥26 dB HL) 10.1136/archdischild-2017-313505<ref>{{Cite journal|title=Cross-sectional epidemiology of hearing loss in Australian children aged 11–12 years old and 25-year secular trends|url=https://adc.bmj.com/lookup/doi/10.1136/archdischild-2017-313505|journal=Archives of Disease in Childhood|date=2018-06|issn=0003-9888|pages=579–585|volume=103|issue=6|doi=10.1136/archdischild-2017-313505|language=en|first=Jing|last=Wang|first2=Carlijn M P|last2=le Clercq|first3=Valerie|last3=Sung|first4=Peter|last4=Carew|first5=Richard S|last5=Liu|first6=Fiona K|last6=Mensah|first7=Rachel A|last7=Burt|first8=Lisa|last8=Gold|first9=Melissa|last9=Wake}}</ref> . *# '''Older Adults:''' *#* '''General Population:''' In the Blue Mountains Hearing Study, 33% of older adults had some degree of hearing loss at baseline, with a 5-year incidence of 17.9% <ref>{{Cite journal|title=Five-Year Incidence and Progression of Hearing Impairment in an Older Population|url=https://journals.lww.com/00003446-201103000-00010|journal=Ear & Hearing|date=2011-03|issn=0196-0202|pages=251–257|volume=32|issue=2|doi=10.1097/AUD.0b013e3181fc98bd|language=en|first=Paul|last=Mitchell|first2=Bamini|last2=Gopinath|first3=Jie Jin|last3=Wang|first4=Catherine M.|last4=McMahon|first5=Julie|last5=Schneider|first6=Elena|last6=Rochtchina|first7=Stephen R.|last7=Leeder}}</ref> . *#* '''Age-Related Hearing Loss:''' Hearing loss affects 74% of people aged over 70 in Australia <ref>{{Cite journal|title=Hearing loss, cognition, and risk of neurocognitive disorder: evidence from a longitudinal cohort study of older adult Australians|url=https://www.tandfonline.com/doi/full/10.1080/13825585.2020.1857328|journal=Aging, Neuropsychology, and Cognition|date=2022-01-02|issn=1382-5585|pages=121–138|volume=29|issue=1|doi=10.1080/13825585.2020.1857328|language=en|first=Paul A.|last=Strutt|first2=Amanda J.|last2=Barnier|first3=Greg|last3=Savage|first4=Gabrielle|last4=Picard|first5=Nicole A.|last5=Kochan|first6=Perminder|last6=Sachdev|first7=Brian|last7=Draper|first8=Henry|last8=Brodaty}}</ref> *#* == New Zealand == * 26365841<ref>{{Cite journal|title=The projected burden of hearing loss in New Zealand (2011-2061) and the implications for the hearing health workforce|url=https://pubmed.ncbi.nlm.nih.gov/26365841|journal=The New Zealand Medical Journal|date=2015-08-07|issn=1175-8716|pmid=26365841|pages=12–21|volume=128|issue=1419|first=Daniel J.|last=Exeter|first2=Billy|last2=Wu|first3=Arier C.|last3=Lee|first4=Grant D.|last4=Searchfield}}</ref> * '''Prevalence''': As of the latest estimates, there were 330,269 people aged 14 years and older with hearing loss in New Zealand, which is projected to increase to 449,453 by 2061. This increase is attributed to the aging population, with a higher prevalence among males and older adults Exeter 2025 . * '''Age and Gender''': The prevalence of hearing loss is higher in males compared to females. While the prevalence among those aged 14-49 years is expected to decrease, it is projected to double among those aged 70 years and older by 2061 . === Noise-Induced Hearing Loss (NIHL) === * '''Incidence''': The number of new NIHL claims in New Zealand has significantly increased from 2,823 in 1995-1996 to 5,580 in 2005-2006, indicating a rising trend despite existing health and safety regulations <ref>{{Cite journal|title=Epidemiology of noise-induced hearing loss in New Zealand|url=https://pubmed.ncbi.nlm.nih.gov/18791626|journal=The New Zealand Medical Journal|date=2008-08-22|issn=1175-8716|pmid=18791626|pages=33–44|volume=121|issue=1280|first=Peter R.|last=Thorne|first2=Shanthi N.|last2=Ameratunga|first3=Joanna|last3=Stewart|first4=Nicolas|last4=Reid|first5=Warwick|last5=Williams|first6=Suzanne C.|last6=Purdy|first7=George|last7=Dodd|first8=John|last8=Wallaart}}</ref> . * '''Prevalence''': NIHL contributes to 17-25% of cases of hearing impairment, making it a significant modifiable risk factor<ref>{{Cite journal|title=Noise-Induced Hearing Loss and strategies for its prevention in the New Zealand population: The Kiwi connection|url=https://pubs.aip.org/asa/poma/article/963713|date=2013|pages=050056–050056|doi=10.1121/1.4800089|first=Peter R.|last=Thorne|first2=Gavin|last2=Coad|first3=Ravi|last3=Reddy|first4=David|last4=Welch}}</ref> == Korea == 10.3346/jkms.2025.40.e3<ref>{{Cite journal|title=Revisiting Age-Related Normative Hearing Levels in Korea|url=https://jkms.org/DOIx.php?id=10.3346/jkms.2025.40.e3|journal=Journal of Korean Medical Science|date=2025|issn=1011-8934|pmc=11729231|pmid=39807003|volume=40|issue=2|doi=10.3346/jkms.2025.40.e3|language=en|first=Sang-Yoon|last=Han|first2=Hee Won|last2=Seo|first3=Seung Hwan|last3=Lee|first4=Jae Ho|last4=Chung}}</ref> == Nepal == <ref>{{Cite journal|title=Developing rubella vaccination policy in Nepal--results from rubella surveillance and seroprevalence and congenital rubella syndrome studies|url=https://pubmed.ncbi.nlm.nih.gov/21666196|journal=The Journal of Infectious Diseases|date=2011-07|issn=1537-6613|pmid=21666196|pages=S433–438|volume=204 Suppl 1|doi=10.1093/infdis/jir078|first=Shyam Raj|last=Upreti|first2=Kusum|last2=Thapa|first3=Yasho Vardan|last3=Pradhan|first4=Geeta|last4=Shakya|first5=Yuddha Dhoj|last5=Sapkota|first6=Abhijeet|last6=Anand|first7=Thomas|last7=Taylor|first8=Ondrej|last8=Mach|first9=Susan|last9=Reef}}</ref> == Morocco == Overview of Deaf Education in Morocco<ref>{{Cite journal|last=Department of Didactics, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco|last2=Arssi|first2=Abdelaziz|last3=Omari|first3=Otmane|date=2024-06-08|title=Overview of Deaf Education in Morocco|url=https://www.mecs-press.org/ijmecs/ijmecs-v16-n3/v16n3-7.html|journal=International Journal of Modern Education and Computer Science|volume=16|issue=3|pages=86–100|doi=10.5815/ijmecs.2024.03.07}}</ref> Toward the Creation of a Large-Scale Moroccan Sign Language Corpus<ref>{{Cite journal|last=Soudi|first=Abdelhadi|last2=Vinopol|first2=Corinne|last3=Van Laerhoven|first3=Kristof|date=2025-04|title=Toward the Creation of a Large-Scale Moroccan Sign Language Corpus|url=https://muse.jhu.edu/article/970568|journal=Sign Language Studies|language=en|volume=25|issue=4|pages=741–767|doi=10.1353/sls.2025.a970568|issn=1533-6263}}</ref> Disability in Morocco: Study of adequation between care supply and rehabilitation needs<ref>{{Cite journal|last=Hajjioui|first=A.|last2=Fourtassi|first2=M.|last3=Nejjari|first3=C.|date=2015-03|title=Le handicap au Maroc : étude d’adéquation entre l’offre de soins et le besoin en rééducation|url=https://linkinghub.elsevier.com/retrieve/pii/S0242648X14001182|journal=Journal de Réadaptation Médicale : Pratique et Formation en Médecine Physique et de Réadaptation|language=fr|volume=35|issue=1|pages=33–37|doi=10.1016/j.jrm.2014.11.001}}</ref> Management of Digital Health Technologies in Morocco: Bibliometric Analysis of Trends and Challenges<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-032-01967-7_27|title=Management of Digital Health Technologies in Morocco: Bibliometric Analysis of Trends and Challenges|last=Lyaakobi|first=Amal|last2=Dadouh|first2=Achraf|last3=Kharmoum|first3=Nassim|last4=El Abbadi|first4=Abderrazak|date=2026|publisher=Springer Nature Switzerland|isbn=978-3-032-01966-0|editor-last=Rhalem|editor-first=Wajih|volume=1586|location=Cham|pages=273–287|language=en|doi=10.1007/978-3-032-01967-7_27|editor-last2=AL Idrissi|editor-first2=Najib|editor-last3=Lazaar|editor-first3=Mohamed}}</ref> World Bank, 2022. "Economic and Social Data for Morocco." Moroccan Ministry of Health, 2020. "Public Health and Infrastructure Report." Cherkaoui I, Elalaoui S, Sbiti A, Elkerh F, Belmahi L, Sefiani A (2009) Consanguineous marriages in Morocco and the consequence for the incidence of autosomal recessive disorders. J Biosocial Sci 1 Juin 41:575–581<ref>{{Cite journal|title=CONSANGUINEOUS MARRIAGES IN MOROCCO AND THE CONSEQUENCE FOR THE INCIDENCE OF AUTOSOMAL RECESSIVE DISORDERS|url=https://www.cambridge.org/core/product/identifier/S0021932009003393/type/journal_article|journal=Journal of Biosocial Science|date=2009-09|issn=0021-9320|pages=575–581|volume=41|issue=5|doi=10.1017/S0021932009003393|language=en|first=I. Cherkaoui|last=Jaouad|first2=S. Chafaï|last2=Elalaoui|first3=A.|last3=Sbiti|first4=F.|last4=Elkerh|first5=L.|last5=Belmahi|first6=A.|last6=Sefiani}}</ref> RTI International. Situation and Needs Assessment for Students Who are Blind/Low Vision or Deaf/Hard of Hearing in Morocco. Washington, D.C.: USAID, <nowiki>https://shared.rti.org/content/situation-and-needs-assessment-students-who-are-blindlow-vision-or-deafhard-hearing-morocco</nowiki> (October 2016, accessed 2 September 2023). Arssi, Abdelaziz, and Otmane Omari. "Overview of Deaf Education in Morocco."<ref>{{Cite journal|title=Overview of Deaf Education in Morocco|url=https://www.mecs-press.org/ijmecs/ijmecs-v16-n3/v16n3-7.html|journal=International Journal of Modern Education and Computer Science|date=2024-06-08|pages=86–100|volume=16|issue=3|doi=10.5815/ijmecs.2024.03.07|last=Department of Didactics, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco|first2=Abdelaziz|last2=Arssi|first3=Otmane|last3=Omari}}</ref> Loudghiri Myriam, Larhrabli Ibtissam, Oukessou Youssef, Mahtar Mohamed, Redalah Larb Abada, and Roubal Mohamed. 2023. "Prevalence of Presbycusis in Casablanca". Asian Journal of Research in Surgery 6(1):48–55.<ref>{{Cite journal|title=Prevalence of Presbycusis in Casablanca|url=https://journalajrs.com/index.php/AJRS/article/view/130|journal=Asian Journal of Research in Surgery|date=2023-04-18|pages=48–55|language=en|first=Loudghiri|last=Myriam|first2=Larhrabli|last2=Ibtissam|first3=Oukessou|last3=Youssef|first4=Mahtar|last4=Mohamed|first5=Redalah Larb|last5=Abada|first6=Roubal|last6=Mohamed}}</ref> Ministère de la Solidarité, du Développement Social, de l’Égalité et de la Famille. (2021). National programme for the diagnosis and management of children and young people with hearing disabilities and deafness (“Programme Nasmaa”). social.gov.ma. <nowiki>https://social.gov.ma/personnes-en-situation-de-handicap-personnes-handicapees/programme-national-de-diagnostic-et-de-prise-en-charge-des-enfants-et-des-jeunes-en-situation-de-handicap-auditif-et-de-surdite-programme-nasmaa/</nowiki> == Cameroon == [[wikipedia:CBM_(charity)|CBM (charity) - Wikipedia]] <nowiki>https://cbchealthservices.org/</nowiki> [https://cbchealthservices.org/ CBC Health Services – Quality Healthcare to All] <nowiki>https://cbchealthservices.org/cbchs-cbm-pilot-audiology-training-in-cameron/</nowiki> [https://cbchealthservices.org/cbchs-cbm-pilot-audiology-training-in-cameron/ CBCHS/CBM Pilot Audiology Training in Cameroon – CBC Health Services] <nowiki>https://www.cbm.org/news/news-articles/2025/BMZ-Funded-Project-on-Ear-Diseases-and-Hearing-Loss-in-Cameroon.html</nowiki> [https://www.cbm.org/news/news-articles/2025/BMZ-Funded-Project-on-Ear-Diseases-and-Hearing-Loss-in-Cameroon.html This BMZ-funded project aims to address ear diseases and hearing loss for over 112,000 Cameroonians | startpage] Wonkam Tingang E, Noubiap JJ, F Fokouo JV, Oluwole OG, Nguefack S, Chimusa ER, Wonkam A. Hearing Impairment Overview in Africa: the Case of Cameroon. Genes (Basel). 2020 Feb 22;11(2):233. doi: 10.3390/genes11020233. PMID: 32098311; PMCID: PMC7073999. <ref>{{Cite journal|title=Hearing Impairment Overview in Africa: the Case of Cameroon|url=https://pubmed.ncbi.nlm.nih.gov/32098311|journal=Genes|date=2020-02-22|issn=2073-4425|pmc=7073999|pmid=32098311|pages=233|volume=11|issue=2|doi=10.3390/genes11020233|first=Edmond|last=Wonkam Tingang|first2=Jean Jacques|last2=Noubiap|first3=Jean Valentin|last3=F Fokouo|first4=Oluwafemi Gabriel|last4=Oluwole|first5=Séraphin|last5=Nguefack|first6=Emile R.|last6=Chimusa|first7=Ambroise|last7=Wonkam}}</ref> Approach and solutions to congenital hearing impairment in Cameroon: perspective of hearing professionals<ref>{{Cite journal|last=Choffor-Nchinda|first=Emmanuel|last2=Fokouo Fogha|first2=Jean Valentin|last3=Ngo Nyeki|first3=Adèle-Rose|last4=Dalil|first4=Asmaou Bouba|last5=Meva’a Biouélé|first5=Roger Christian|last6=Me-Meke|first6=Geschiere Peter|date=2022-12|title=Approach and solutions to congenital hearing impairment in Cameroon: perspective of hearing professionals|url=https://tropmedhealth.biomedcentral.com/articles/10.1186/s41182-022-00430-7|journal=Tropical Medicine and Health|language=en|volume=50|issue=1|doi=10.1186/s41182-022-00430-7|issn=1349-4147|pmc=9150302|pmid=35637511}}</ref> Aetiology of childhood hearing loss in Cameroon (sub-Saharan Africa)<ref>{{Cite journal|last=Wonkam|first=Ambroise|last2=Noubiap|first2=Jean Jacques N.|last3=Djomou|first3=François|last4=Fieggen|first4=Karen|last5=Njock|first5=Richard|last6=Toure|first6=Geneviève Bengono|date=2013-01|title=Aetiology of childhood hearing loss in Cameroon (sub-Saharan Africa)|url=https://linkinghub.elsevier.com/retrieve/pii/S1769721212002777|journal=European Journal of Medical Genetics|language=en|volume=56|issue=1|pages=20–25|doi=10.1016/j.ejmg.2012.09.010}}</ref> Prevalence and causes of hearing impairment in Fundong Health District, North-West Cameroon<ref>{{Cite journal|last=Ferrite|first=Silvia|last2=Mactaggart|first2=Islay|last3=Kuper|first3=Hannah|last4=Oye|first4=Joseph|last5=Polack|first5=Sarah|date=2017-04|title=Prevalence and causes of hearing impairment in Fundong Health District, North‐West Cameroon|url=https://onlinelibrary.wiley.com/doi/10.1111/tmi.12840|journal=Tropical Medicine & International Health|language=en|volume=22|issue=4|pages=485–492|doi=10.1111/tmi.12840|issn=1360-2276}}</ref> Knowledge and Challenges Associated With Hearing Impairment in Affected Individuals From Cameroon (Sub-Saharan Africa)<ref>{{Cite journal|last=Wonkam-Tingang|first=Edmond|last2=Kengne Kamga|first2=Karen|last3=Adadey|first3=Samuel Mawuli|last4=Nguefack|first4=Seraphin|last5=De Kock|first5=Carmen|last6=Munung|first6=Nchangwi Syntia|last7=Wonkam|first7=Ambroise|date=2021-11-18|title=Knowledge and Challenges Associated With Hearing Impairment in Affected Individuals From Cameroon (Sub-Saharan Africa)|url=https://www.frontiersin.org/articles/10.3389/fresc.2021.726761/full|journal=Frontiers in Rehabilitation Sciences|volume=2|doi=10.3389/fresc.2021.726761|issn=2673-6861|pmc=9397862|pmid=36188771}}</ref> == Brazil == # Arakawa, A. 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Hearing loss in the elderly: relationship between self-report, audiological diagnosis and verify the occurrence of use of personal hearing aids. ''Revista Kairós: Gerontologia'', ''17''(2), 179–192. # Danesi, M. C., & Martinez, Z. O. (org.). (2001). Historical reconstruction of Speech Therapy and Audiology in Rio Grande do Sul. 1. ed. Porto Alegre: IMEC. # ''Demographic Census| IBGE''. (2010). # Lewis, D. R., Marone, S. A. M., Mendes, B. C. A., Cruz, O. L. M., & Nóbrega, M. de. (2010). Multiprofessional committee on auditory health: COMUSA. ''Brazilian Journal of Otorhinolaryngology'', ''76''(1), 121–128.<ref>{{Cite journal|last=Lewis|first=Doris Ruthy|last2=Marone|first2=Silvio Antonio Monteiro|last3=Mendes|first3=Beatriz C. A.|last4=Cruz|first4=Oswaldo Laercio Mendonça|last5=Nóbrega|first5=Manoel de|date=2010|title=Multiprofessional committee on auditory health: COMUSA|url=https://pubmed.ncbi.nlm.nih.gov/20339700|journal=Brazilian Journal of Otorhinolaryngology|volume=76|issue=1|pages=121–128|doi=10.1590/S1808-86942010000100020|issn=1808-8686|pmc=9446045|pmid=20339700}}</ref> # Mattos, L. C. & Veras, R. P. (2007). The prevalence of hearing loss in an elderly population in Rio de Janeiro: A cross-sectional study. Rev Bras Otorrinolaringol, ''73''(5), 654-659. <ref>{{Cite journal|last=Mattos|first=Leila Couto|last2=Veras|first2=Renato Peixoto|date=2007|title=The prevalence of hearing loss in an elderly population in Rio de Janeiro: a cross-sectional study|url=https://pubmed.ncbi.nlm.nih.gov/18094807|journal=Brazilian Journal of Otorhinolaryngology|volume=73|issue=5|pages=654–659|doi=10.1016/s1808-8694(15)30126-9|issn=1808-8694|pmc=9445649|pmid=18094807}}</ref> # Oliveira, M. T. D. de. (2020). 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[https://fonoaudiologia.sbfa.org.br/ Sociedade Brasileira de Fonoaudiologia | SBFa] # ''Primer to live without limit- National plan for the rights of people with disabilities- Portuguese (Brazil).'' (n.d.). https://www.gov.br/mdh/pt-br/assuntos/noticias/2023/novembro/PlanoNacionaldosDireitosdaPessoacomDeficinciaNovoViverSemLimite.pdf # Turati, M. F., Françozo, M. de F. C., & Lima, M. C. M. P. (2016). Mothers’ adherence to a hearing and language development follow-up program ''Distúrbios da Comunicação'', ''28''(2). # WHO Programme for the Prevention of Blindness and Deafness. (‎1999)‎. WHO ear and hearing disorders survey. World Health Organization. https://apps.who.int/iris/handle/10665/67892 == Canada == * About Audiology: How To Become An Audiologist <nowiki>[[1]]</nowiki> * Canada’s Health Care Providers: Provincal Profiles, 2013. (2013) (pp. Table 1): Canadian Institute for Health Information. * Canadian Health Care. (2004-2007). <nowiki>[[2]]</nowiki> [https://www.canadian-healthcare.org/ Canadian Health Care] * Hearing Loss of Canadians. (2015, November 27,2015). <nowiki>[[3]]</nowiki> [https://www150.statcan.gc.ca/n1/pub/82-625-x/2015001/article/14156-eng.htm Hearing loss of Canadians, 2012 and 2013] * Martin, V. (2007). ''History of Speech-Language Pathology and Audiology in Canada: Our First Fifty Years'' <nowiki>[[4]]</nowiki> * Mencher, G. (2008). Universal Hearing Health Care: Canada. <nowiki>[[5]]</nowiki> [https://leader.pubs.asha.org/doi/10.1044/leader.WB5.13172008.17 Universal Hearing Health Care: Canada | The ASHA Leader Archive] 10.1044/leader.WB5.13172008.17<ref>{{Cite journal|last=Mencher|first=George T.|date=2008-12|title=Universal Hearing Health Care: Canada|url=http://pubs.asha.org/doi/10.1044/leader.WB5.13172008.17|journal=The ASHA Leader|language=en|volume=13|issue=17|pages=17–17|doi=10.1044/leader.WB5.13172008.17|issn=1085-9586}}</ref> <ref>{{Cite journal|last=Bagatto|first=Marlene|last2=Moodie|first2=Sheila|last3=Scollie|first3=Susan|last4=Seewald|first4=Richard|last5=Moodie|first5=Shane|last6=Pumford|first6=John|last7=Liu|first7=K. P. Rachel|date=2005-01|title=Clinical Protocols for Hearing Instrument Fitting in the Desired Sensation Level Method|url=https://journals.sagepub.com/doi/10.1177/108471380500900404|journal=Trends in Amplification|language=en|volume=9|issue=4|pages=199–226|doi=10.1177/108471380500900404|issn=1084-7138}}</ref> * Prevalence of hearing loss among Canadians aged 20 to 79: Audiometric results from the 2012/2013 Canadian health measures survey <ref>{{Cite journal|last=Feder|first=Katya|last2=Michaud|first2=David|last3=Ramage-Morin|first3=Pamela|last4=McNamee|first4=James|last5=Beauregard|first5=Yves|date=2015-07|title=Prevalence of hearing loss among Canadians aged 20 to 79: Audiometric results from the 2012/2013 Canadian Health Measures Survey|url=https://pubmed.ncbi.nlm.nih.gov/26177043|journal=Health Reports|volume=26|issue=7|pages=18–25|issn=1209-1367|pmid=26177043}}</ref> * The Prevalence of Hearing, Vision, and Dual Sensory Loss in Older Canadians: An Analysis of Data from the Canadian Longitudinal Study on Aging<ref>{{Cite journal|last=Mick|first=Paul Thomas|last2=Hämäläinen|first2=Anni|last3=Kolisang|first3=Lebo|last4=Pichora-Fuller|first4=M. Kathleen|last5=Phillips|first5=Natalie|last6=Guthrie|first6=Dawn|last7=Wittich|first7=Walter|date=2021-03|title=The Prevalence of Hearing, Vision, and Dual Sensory Loss in Older Canadians: An Analysis of Data from the Canadian Longitudinal Study on Aging|url=https://www.cambridge.org/core/product/identifier/S0714980820000070/type/journal_article|journal=Canadian Journal on Aging / La Revue canadienne du vieillissement|language=en|volume=40|issue=1|pages=1–22|doi=10.1017/S0714980820000070|issn=0714-9808}}</ref> * Prevalence of sensory impairments in home care and long-term care using interRAI data from across Canada<ref>{{Cite journal|last=Guthrie|first=Dawn M.|last2=Williams|first2=Nicole|last3=Jaiswal|first3=Atul|last4=Mick|first4=Paul|last5=O’Rourke|first5=Hannah M.|last6=Pichora-Fuller|first6=M. Kathleen|last7=Wittich|first7=Walter|last8=Sutradhar|first8=Rinku|date=2022-12-08|title=Prevalence of sensory impairments in home care and long-term care using interRAI data from across Canada|url=https://bmcgeriatr.biomedcentral.com/articles/10.1186/s12877-022-03671-7|journal=BMC Geriatrics|language=en|volume=22|issue=1|doi=10.1186/s12877-022-03671-7|issn=1471-2318|pmc=9733010|pmid=36482317}}</ref> * Prevalence of Hearing Loss among A Representative Sample of Canadian Children and Adolescents, 3 to 19 Years of Age<ref>{{Cite journal|last=Feder|first=Katya Polena|last2=Michaud|first2=David|last3=McNamee|first3=James|last4=Fitzpatrick|first4=Elizabeth|last5=Ramage-Morin|first5=Pamela|last6=Beauregard|first6=Yves|date=2017-01|title=Prevalence of Hearing Loss Among a Representative Sample of Canadian Children and Adolescents, 3 to 19 Years of Age|url=https://journals.lww.com/00003446-201701000-00002|journal=Ear & Hearing|language=en|volume=38|issue=1|pages=7–20|doi=10.1097/AUD.0000000000000345|issn=0196-0202}}</ref> * Prevalence of Hazardous Occupational Noise Exposure, Hearing Loss, and Hearing Protection Usage among a Representative Sample of Working Canadians<ref>{{Cite journal|last=Feder|first=Katya|last2=Michaud|first2=David|last3=McNamee|first3=James|last4=Fitzpatrick|first4=Elizabeth|last5=Davies|first5=Hugh|last6=Leroux|first6=Tony|date=2017-01|title=Prevalence of Hazardous Occupational Noise Exposure, Hearing Loss, and Hearing Protection Usage Among a Representative Sample of Working Canadians|url=https://journals.lww.com/00043764-201701000-00015|journal=Journal of Occupational & Environmental Medicine|language=en|volume=59|issue=1|pages=92–113|doi=10.1097/JOM.0000000000000920|issn=1076-2752}}</ref> == Kenya == Prevalence and risk factors of neurological disability and impairment in children living in rural Kenya <ref>{{Cite journal|last=Mung'ala-Odera|first=V|last2=Meehan|first2=R|last3=Njuguna|first3=P|last4=Mturi|first4=N|last5=Alcock|first5=Kj|last6=Newton|first6=Crjc|date=2006-06-01|title=Prevalence and risk factors of neurological disability and impairment in children living in rural Kenya|url=http://academic.oup.com/ije/article/35/3/683/735669/Prevalence-and-risk-factors-of-neurological|journal=International Journal of Epidemiology|language=en|volume=35|issue=3|pages=683–688|doi=10.1093/ije/dyl023|issn=1464-3685}}</ref> Cytomegalovirus glycoprotein H genotype distribution and the relationship with hearing loss in children<ref>{{Cite journal|last=Paradowska|first=Edyta|last2=Jabłońska|first2=Agnieszka|last3=Studzińska|first3=Mirosława|last4=Kasztelewicz|first4=Beata|last5=Zawilińska|first5=Barbara|last6=Wiśniewska‐Ligier|first6=Małgorzata|last7=Dzierżanowska‐Fangrat|first7=Katarzyna|last8=Woźniakowska‐Gęsicka|first8=Teresa|last9=Kosz‐Vnenchak|first9=Magdalena|date=2014-08|title=Cytomegalovirus glycoprotein H genotype distribution and the relationship with hearing loss in children|url=https://onlinelibrary.wiley.com/doi/10.1002/jmv.23906|journal=Journal of Medical Virology|language=en|volume=86|issue=8|pages=1421–1427|doi=10.1002/jmv.23906|issn=0146-6615}}</ref> Otitis media and its sequelae in kenyan schoolchildren<ref>{{Cite journal|last=Simões|first=Eric A. F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> 1. <nowiki>https://annalsofglobalhealth.org/articles/10.5334/aogh.4336?utm_source=chatgpt.com</nowiki> <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> 2. <nowiki>https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/</nowiki> <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Tucci|first2=Debara|last3=Lemons|first3=James|last4=Murila|first4=Florence|last5=Shepherd|first5=Susan|last6=Mwangi|first6=Moses|last7=Macharia|first7=Isaac|last8=Ayugi|first8=John|date=2024-03|title=Newborn and infant hearing screening for early detection of hearing loss in Nairobi, Kenya|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/|journal=African Health Sciences|volume=24|issue=1|pages=228–238|doi=10.4314/ahs.v24i1.28|issn=1729-0503|pmc=11217834|pmid=38962342}}</ref> 3. <nowiki>https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp</nowiki> https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp 4. https://childrenwithhearingloss.org/kenya-program/ == USA == * Audiology, A. A. o. (2014). Too Many Neurotologists? ''In the News.'' * Disorders, N. I. o. D. a. O. C. (2016, June 17, 2016). Quick Statistics about Hearing. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing<ref>{{Cite web|url=https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing|title=Quick Statistics About Hearing, Balance, & Dizziness {{!}} NIDCD|date=2024-09-20|website=www.nidcd.nih.gov|language=en|access-date=2025-12-18}}</ref> * Jerger, J. (2009). ''Audiology in the USA.'' Plural Pub.” after Disorders, N. I. o. D. a. O. C. (2016, June 17, 2016). Quick Statistics about Hearing. 9781597563161<ref>{{Cite book|title=Audiology in the USA|last=Jerger|first=James|date=2009|publisher=Plural Pub|isbn=978-1-59756-316-1|location=San Diego}}</ref> * * Kim, J. S. C., Cooper, R., & Kennedy, D. (2012). Otolaryngology- Head and Neck Surgery Physician Work Force Issues: An Analysis for Future Specialty Planning. ''Otolaryngology-Head And Neck Surgery, 146''(2). 10.1177/0194599811433977<ref>{{Cite journal|last=Kim|first=Jin Suk C.|last2=Cooper|first2=Richard A.|last3=Kennedy|first3=David W.|date=2012-02|title=Otolaryngology–Head and Neck Surgery Physician Work Force Issues: An Analysis for Future Specialty Planning|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1177/0194599811433977|journal=Otolaryngology–Head and Neck Surgery|language=en|volume=146|issue=2|pages=196–202|doi=10.1177/0194599811433977|issn=0194-5998}}</ref> == Ghana == Adjase, E. T. (2015). Physician Assistants in Ghana. Journal of the Academy of Physician Assistants. Vol. 28(4) p.15. doi: 10.1097/01.JAA.0000462393.36053.13 <ref>{{Cite journal|last=Adjase|first=E.T.|date=2015-04|title=Physician assistants in Ghana|url=https://journals.lww.com/01720610-201504000-00001|journal=Journal of the American Academy of Physician Assistants|language=en|volume=28|issue=4|pages=15|doi=10.1097/01.JAA.0000462393.36053.13|issn=1547-1896}}</ref> Dolhyne, A.D. (2006). The Akan (Twi-Fante) Language: Its sound systems and tonal structure. Accra: Woeli Publishing Services. https://en.wikipedia.org/wiki/Akan_language Kitcher, E.D., Jangu, A & Baidoo, K (2007). Emergency Ear Nose and Throat admissions at the Korle-Bu teaching hospital. Ghana Medical Journal 41 (1). 9-11 <ref>{{Cite journal|last=Kitcher|first=Ed|last2=Jangu|first2=A.|last3=Baidoo|first3=K.|date=2007-03|title=Emergency ear, nose and throat admissions at the korle-bu teaching hospital|url=https://pubmed.ncbi.nlm.nih.gov/17622332|journal=Ghana Medical Journal|volume=41|issue=1|pages=9–11|issn=0016-9560|pmc=1890533|pmid=17622332}}</ref> Offei, Y.N., (2013). The need for early identification of auditory problems among children in Ghana. African Journal of Interdisciplinary Studies 6 (2) 23– 29. 10.64546/jaasep.383<ref>{{Cite journal|last=Denkyirah|first=Anthony M.|last2=Offei|first2=Yaw Nyadu|last3=Acheampong|first3=Emmanuel K.|date=2019-02-15|title=Mobile Hearing Screening in a Rural Community School in Ghana|url=https://www.aasep.org/article/view/383|journal=Journal of the American Academy of Special Education Professionals|pages=30–40|doi=10.64546/jaasep.383|issn=2325-7466}}</ref> Offei, Y.N. & Coninx, F.,(2014). Mode of Administration of LittlEARS® (MED-EL) Auditory Questionnaire (LEAQ) as a Screening Tool in Ghana: Are there any differences in final test scores between “Self Administration” and “Interview”? Journal of Education and Practice 5 (35) 77-81. * 37874204<ref>{{Cite journal|last=Akotey|first=Sesi Collins|last2=Fynn|first2=Jemima Anowa|last3=Danful|first3=George Kweku|last4=Offei|first4=Yaw Nyadu|last5=Amedofu|first5=Geoffrey K.|date=2024-09|title=Development of audiology in Ghana: past, present, and future|url=https://pubmed.ncbi.nlm.nih.gov/37874204|journal=International Journal of Audiology|volume=63|issue=9|pages=655–658|doi=10.1080/14992027.2023.2263813|issn=1708-8186|pmid=37874204}}</ref> Olusanya, B.O., (2008). Priorities for early hearing detection and intervention in sub-saharan Africa. International Journal of Audiology (Suppl. 1): S3-S 13. <ref>{{Cite journal|last=Olusanya|first=Bolajoko O.|date=2008|title=Priorities for early hearing detection and intervention in sub-Saharan Africa|url=https://pubmed.ncbi.nlm.nih.gov/18781508|journal=International Journal of Audiology|volume=47 Suppl 1|pages=S3–13|doi=10.1080/14992020802287143|issn=1708-8186|pmid=18781508}}</ref> Osam, E.K., (2004). The Trondheim Lectures-An Introduction to the structure of Akan: Its verbal and multiverbal systems. Legon: Department of Linguistics Speech Therapists and Audiologists Association of Ghana https://staag.org.gh/ == Russia == * Chibisova, S.S., Markova, T.G., Alekseeva, N.N., Yasinskaya, A.A., Tsygankova, E.R., Bliznetz, E.A., Polyakov, A.V., & Tavartkiladze G.A. (2018). [Epidemiology of hearing loss in children of the first year of life]. ''Vestnik Otorinolaringologii, 83''(4), 37-42. <ref>{{Cite journal|last=Chibisova|first=S. S.|last2=Markova|first2=T. G.|last3=Alekseeva|first3=N. N.|last4=Yasinskaya|first4=A. A.|last5=Tsygankova|first5=E. R.|last6=Bliznetz|first6=E. A.|last7=Polyakov|first7=A. V.|last8=Tavartkiladze|first8=G. A.|date=2018|title=[Epidemiology of hearing loss in children of the first year of life]|url=https://pubmed.ncbi.nlm.nih.gov/30113578|journal=Vestnik Otorinolaringologii|volume=83|issue=4|pages=37–42|doi=10.17116/otorino201883437|issn=0042-4668|pmid=30113578}}</ref> * Global Burden of Disease 2017 study. (2020).<ref>{{Cite journal|last=Orji|first=Aislyn|last2=Kamenov|first2=Kaloyan|last3=Dirac|first3=Mae|last4=Davis|first4=Adrian|last5=Chadha|first5=Shelly|last6=Vos|first6=Theo|date=2020-03-03|title=Global and regional needs, unmet needs and access to hearing aids|url=https://www.tandfonline.com/doi/full/10.1080/14992027.2020.1721577|journal=International Journal of Audiology|language=en|volume=59|issue=3|pages=166–172|doi=10.1080/14992027.2020.1721577|issn=1499-2027}}</ref> * History of the National Center for Audiology and Hearing Rehabilitation. (2020). https://www.researchgate.net/institution/National-Research-Centre-for-Audiology-and-Hearing-Rehabilitation * Prevalence of disorders in Russian population. (2020). Ministry of Health of the Russian Federation.https://minzdrav.gov.ru/en Tavrtkil <ref>{{Cite journal|last=Tavartkiladze|first=G. A.|last2=Markova|first2=T. G.|last3=Chibisova|first3=S. S.|last4=Al-Sharjabi|first4=E.|last5=Tsygankova|first5=E. R.|date=2016|title=[The Russian and international experience with the implementation of the programs of universal audiological screening of the newborn infants]|url=https://pubmed.ncbi.nlm.nih.gov/27213647|journal=Vestnik Otorinolaringologii|volume=81|issue=2|pages=7–12|doi=10.17116/otorino20168127-12|issn=0042-4668|pmid=27213647}}</ref> * '''30113578'''<ref>{{Cite journal|last=Chibisova|first=S. S.|last2=Markova|first2=T. G.|last3=Alekseeva|first3=N. N.|last4=Yasinskaya|first4=A. A.|last5=Tsygankova|first5=E. R.|last6=Bliznetz|first6=E. A.|last7=Polyakov|first7=A. V.|last8=Tavartkiladze|first8=G. A.|date=2018|title=[Epidemiology of hearing loss in children of the first year of life]|url=https://pubmed.ncbi.nlm.nih.gov/30113578|journal=Vestnik Otorinolaringologii|volume=83|issue=4|pages=37–42|doi=10.17116/otorino201883437|issn=0042-4668|pmid=30113578}}</ref> == Nepal == # Acharya, K. (1997). History of the Deaf in Nepal (E. Hoffmann-Dilloway & D. Chemjong, Trans). Kathmandu: National Association of the Deaf and Hard of Hearing. # Bhattarai, N. K., & Bacala, T. M. (2017). Promoting Hearing Health Care in Nepal. ''The Hearing Journal'', ''70''(3), 22-24. 10.1097/01.HJ.0000513794.52052.db <ref>{{Cite journal|last=Bhattarai|first=Neeta Keshary|last2=Bacala|first2=Toni Marie|date=2017-03|title=Promoting Hearing Health Care in Nepal|url=https://journals.lww.com/00025572-201703000-00005|journal=The Hearing Journal|language=en|volume=70|issue=3|pages=22,24|doi=10.1097/01.HJ.0000513794.52052.db|issn=0745-7472}}</ref> # Hoffmann, E.G. (2008). Standardization beyond form: Ideologies, institutions, and the semiotics of Nepali Sign Language. Unpublished doctoral dissertation, University of Michigan. https://deepblue.lib.umich.edu/bitstream/handle/2027.42/58405/eghoffma_1.pdf?sequence=1 # Hoffmann-Dilloway, E. (2011). Lending a hand: Competence through cooperation in Nepal’s Deaf associations. Language in Society, 40, 285-306. doi:10.1017/S0047404511000194 <ref>{{Cite journal|last=Hoffmann-Dilloway|first=Erika|date=2011-06|title=Lending a hand: Competence through cooperation in Nepal's Deaf associations|url=https://www.cambridge.org/core/product/identifier/S0047404511000194/type/journal_article|journal=Language in Society|language=en|volume=40|issue=3|pages=285–306|doi=10.1017/S0047404511000194|issn=0047-4045}}</ref> # National Federation of Deaf Nepal. (2019). About us: History of NDFN. https://deafnepal.org.np/en/introduction-of-ndfn/ # Nepal Health Professional Council. (2021). https://nhpc.gov.np/ # Pascolini, D., & Smith, A. (2009). Hearing Impairment in 2008: a compilation of available epidemiological studies. 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Karachi: Ziauddin University. 1cww8gm1ys8e9f5ihj2ytanrsf5qvnn 0 329548 2829162 2828542 2026-08-28T17:27:23Z Athene241 3100061 /* Solve the problem */ 2829162 wikitext text/x-wiki {{mathematics}} '''Athena problem''' is an [[:w:List of unsolved problems in mathematics|unsolved problem]] in [[:w:Number theory|number theory]] and [[:w:Formal language theory|formal language theory]] and [[:w:Order theory|order theory]], this problem is named after the ancient Greek goddess [[:w:Athena|Athena]] (which is associated with [[:w:Wisdom|wisdom]]). Athena problem is: Give a [[:w:Natural number|natural number]] ''b'' > 1, find the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the set of the "[[:w:Prime number|prime number]] [[:w:Greater than|>]] ''b''" [[:w:Numerical digit|digit]] [[:w:String (computer science)|string]]s in the [[:w:Positional numeral system|positional numeral system]] with [[:w:Radix|base]] ''b'' for the [[:w:Subsequence|subsequence]] [[:w:Partially ordered set|ordering]]. (A string ''x'' is a subsequence of another string ''y'', if ''x'' can be obtained from ''y'' by deleting zero or more of the [[:w:Character (computing)|character]]s in ''y''. For example, 514 is a subsequence of 352148, "string" is a subsequence of "meistersinger". In contrast, 758 is not a subsequence of 378259, "abc" is not a subsequence of "cbacacba", since the characters must be in the same order) (Unlike [[:w:Substring|substring]], subsequence is not required to occupy consecutive positions within the original sequences, e.g. the [[:w:Longest common subsequence|longest common subsequence problem]] is different from the [[:w:Longest common substring|longest common substring problem]]) Using [[:w:Formal language theory|formal language theory]] terminology, Athena problem is finding the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the [[:w:Formal language|language]] of base-''b'' [[:w:Representation (mathematics)|representation]]s of the [[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b'' (which is a set of [[:w:String (computer science)|string]]s of [[:w:Symbol|symbol]]s over the [[:w:Alphabet (formal languages)|alphabet]] ''Σ''_''b'' := {0, 1, ..., ''b''−1}), under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), for a given natural number ''b'' > 1 (You can draw this partial ordering as a [[:w:Hasse diagram|Hasse diagram]] to find all [[:w:Minimal element|minimal element]]s), this set is called '''Athena set''', and the prime numbers in this set are called '''Athena primes'''. By [[:w:Higman's lemma|Higman's lemma]], there are no [[:w:Infinite set|infinite]] [[:w:Antichain|antichain]]s for the subsequence ordering (i.e. the subsequence ordering is always a [[:w:Well-quasi-ordering|well quasi order]]) (i.e. under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), every set of pairwise incomparable (i.e. not [[:w:Comparability|comparable]]) strings is finite), thus there must be only finitely many such minimal elements. In other words, the Athena set in every base ''b'' must be a [[:w:Finite set|finite set]], and every base ''b'' ≥ 2 has only finitely many Athena primes, e.g. in [[:w:Decimal|decimal]] (base ''b'' = 10), the Athena set has exactly 77 [[:w:Element of a set|element]]s (they are exactly the Athena primes in decimal (base ''b'' = 10)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027}. Determining the set of the minimal elements of a arbitrary set of strings under the subsequence ordering is in general [[:w:List of unsolved problems in mathematics|unsolvable]], and can be difficult even when this set is relatively simple (such as the base ''b'' representations of the prime numbers > ''b''). Although the set ''M''(''S'') of minimal strings is necessarily [[:w:Finite set|finite]], determining it explicitly for a given ''S'' can be a difficult computational problem. We use some [[:w:Number theory|numbertheoretic]] [[:w:Heuristic argument|heuristic]]s to [[:w:Computing|compute]] ''M''(''L''_''b''), where ''L''_''b'' is the [[:w:Formal language|language]] of [[:w:Radix|base]]-''b'' representations of the [[:w:Prime number|prime number]]s which are [[:w:Greater than|>]] ''b'', for 2 ≤ ''b'' ≤ 36. For bases 2 ≤ ''b'' ≤ 36, Athena problem is fully solved in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 18, 20, 24, and also solved in bases ''b'' = 11, 13, 16, 22, 30 if [[:w:Probable prime|probable prime]]s are allowed. For the unsolved bases ''b'' = 17, 19, 21, 23, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, Athena problem is solved (if probable primes are allowed) except 771 [[:w:Indexed family|families]] of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') = sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), all of these 771 families contain no primes > ''b'' or probable primes > ''b'' with length ≤ 100000. == Solve the problem == To solve the Athena problem for a given base ''b'', we must [[:w:Computing|compute]] the elements up to families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), and find the smallest prime > ''b'' in all such families. We call families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') "linear" families, and we reduce these families by removing all trailing digits ''y'' from ''x'', and removing all leading digits ''y'' from ''z'', to make the families be easier, e.g. family 12333{3}33345 in base ''b'' is reduced to family 12{3}45 in base ''b'', since they are in fact the same family. Our [[:w:Algorithm|algorithm]] then proceeds as follows: * 1. ''M'' := {minimal primes in base ''b'' of length 2 or 3}, ''L'' := union of all ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'') such that ''x'' ≠ 0 and ''gcd''(''z'', ''b'') = 1 and ''Y'' is the set of digits ''y'' in base ''b'' such that ''xyz'' has no subsequence in ''M''. * 2. While ''L'' contains nonlinear families (families which are not linear families): Explore each family of ''L'', and update ''L''. Examine each family of ''L'' by: * 2.1. Let ''w'' be the shortest string in the family. If ''w'' has a subsequence in ''M'', then remove the family from ''L''. If ''w'' represents a prime, then add ''w'' to ''M'' and remove the family from ''L''. * 2.2. If possible, simplify the family. * 2.3. Using the techniques below (covering congruence, algebraic factorization, or combine of them), check if the family can be proven to only contain composites (only count the numbers > ''b''), and if so then remove the family from ''L''. * 3. Update ''L'', after each split examine the new families as in step 2. e.g. in decimal (base ''b'' = 10): ''M'' := {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991} ''L'' := {2{0,2}1, 2{0,8}7, 3{0,3,6,9}3, 3{0,3,6,9}9, 4{6}9, 5{0,5,8}1, 5{0,2}7, 6{0,3,6,9}3, 6{0,3,4,6,9}9, 7{0,7}7, 8{0,5}1, 8{0}7, 9{0,2,5,8}1, 9{0,3,6,9}3, 9{0,3,4,6,9}9} and since 2221 is prime, it follows that the family 2{0,2}1 splits into the families 2{0}1 and 2{0}2{0}1 and since the family 2{0}1 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed and since 20201 is prime, it follows that the family 2{0}2{0}1 splits into the families 2{0}21 and 22{0}1 221 and 2021 are composites, but 20021 is prime, thus add 20021 to ''L'' none of 221, 2201, 22001, 220001, 2200001 are primes, but 22000001 is prime, thus add 22000001 to ''L'' and since the family 3{0,3,6,9}3 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed etc. Since the number of possible (first digit,last digit) (also called (initial digit,final digit)) combos ([[:w:Ordered pair|ordered pair]]s) of a prime > ''b'' in base ''b'' is (''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(''b'') (all digits except 0 can be the first digit of a prime > ''b'' in base ''b'' (thus ''b''−1 possible digits), but only the digits coprime to ''b'' can be the last digit of a prime > ''b'' in base ''b'' (thus ''eulerphi''(''b'') possible digits), and by the [[:w:Rule of product|rule of product]], there are (''b''−1)×''eulerphi''(''b'') choices of the (first digit,last digit) combo, also, both "numbers of Athena primes in base ''b''" and "length of the largest Athena prime in base ''b''" are [[:w:Asymptotic analysis|roughly]] ''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}. Shrinking the family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') * If ''y'' ∈ ''Y'' and the string ''xyyz'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''}''z'' ∪ ''x''{''Y'' \ ''y''}''y''{''Y'' \ ''y''}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and the string ''xy''₁''y''₂''z'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}{''Y'' \ ''y''₂}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and both the strings ''xy''₁''y''₂''z'' and ''xy''₂''y''₁''z'' represent a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or have a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}''z'' ∪ ''x''{''Y'' \ ''y''₂}''z''. e.g. in decimal (base ''b'' = 10): * 2221 is a prime > 10, thus the family 2{0,2}1 splits into the two families 2{0}1 and 2{0}2{0}1. * 227 is a prime > 10, and it is a subsequence of 5227, thus the family 5{0,2}7 splits into the two families 5{0}7 and 5{0}2{0}7. * 449 is a prime > 10, and it is a subsequence of 6449, thus the family 6{0,3,4,6,9}9 splits into the two families 6{0,3,6,9}9 and 6{0,3,6,9}4{0,3,6,9}9. * Both 5051 and 5501 are primes > 10, thus the family 5{0,5}1 splits into the two families 5{0}1 and 5{5}1 = {5}1. * 8501 is a prime > 10, thus the family 8{0,5}1 splits into the family 8{0}{5}1. * 887 is a prime > 10, and it is a subsequence of 2887, also 2087 is a prime > 10, thus the family 2{0,8}7 splits into the two families 2{0}7 and 28{0}7. * 349 and 449 are primes > 10, and they are subsequences of 9349 and 9449, respectively, also 9049, 9649, 9949 are primes > 10, thus the family 9{0,3,4,6,9}9 splits into the two families 9{0,3,6,9}9 and 94{0,3,6,9}9. * 251, 281, 521, 821, 881 are primes > 10, and they are subsequences of 9251, 9281, 9521, 9821, 9881, respectively, also 9001, 9221, 9551, 9851 are primes > 10, thus the family 9{0,2,5,8}1 splits into the numbers {91, 901, 921, 951, 981, 9021, 9051, 9081, 9201, 9501, 9581, 9801, 90581, 95081, 95801}. If the methods we have discussed cannot be used to rule out or shrink ''x''{''Y''}''z'' where ''Y'' = {''y''₁, ''y''₂, ..., ''y''_''n''}, then we can replace ''x''{''Y''}''z'' by ''xy''₁{''Y''}''z'' ∪ ''xy''₂{''Y''}''z'' ∪ ... ∪ ''xy''_''n''{''Y''}''z'' and re-run the methods on this new [[:w:Formal language|language]]. If all remain families are linear families (i.e. of the form ''x''{''y''}''z'', where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), then we search the smallest (probable) primes in these families and add these primes to the list. e.g. in decimal (base ''b'' = 10): * The smallest prime in the family 5{0}27 is 5000000000000000000000000000027. * The smallest prime in the family {5}1 is 555555555551. * The smallest prime in the family 8{5}1 is 8555555555555555555551, but 8555555555555555555551 is not a minimal element since 555555555551 is a subsequence of 8555555555555555555551. There is no guarantee that the techniques discussed will ever terminate, but in practice they often do. They are able to determine the Athena set in base ''b'' for 2 ≤ ''b'' ≤ 16 and ''b'' = 18, 20, 22, 24, 30. The bases ''b'' = 17, 19, 21, 23, 25 ≤ ''b'' ≤ 29, 31 ≤ ''b'' ≤ 36 are solved with the exception of 771 families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''). The following is a "[[:w:Semi-algorithm|semi-algorithm]]" that is guaranteed to solve the Athena problem for a given base ''b'', but it is not so easy to implement: # ''M'' = ''[[:w:Empty string|∅]]'' # while (''L'' ≠ ''∅'') do # choose ''x'', a shortest string in ''L'' # ''M'' := ''M'' ∪ {''x''} # ''L'' := ''L'' − ''sup''({''x''}) In practice, for arbitrary ''L'', we cannot feasibly carry out step 5. Instead, we work with ''L''&#39;, some regular overapproximation to ''L'', until we can show ''L''&#39; = ''∅'' (which implies ''L'' = ''∅''). In practice, ''L''&#39; is usually chosen to be a finite [[:w:Union (set theory)|union]] of sets of the form ''L''₁{''L''₂}''L''₃, where each of ''L''₁, ''L''₂, ''L''₃ is finite. In the case we consider in this project, we then have to determine whether such a family contains a prime or not. Thus, the [[:w:Time complexity|time complexity]] of the Athena problem in base ''b'' may be ''[[:w:Big O notation|O]]''(''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}), and the [[:w:CPU time|CPU time]] of the Athena problem in base ''b'' may be longer than [[:w:Age of the universe|the age of the universe]] for bases ''b'' = 19, 23, 25, 27, 29, 31, 32, 33, 34, 35, also, Athena problem in bases ''b'' around 500 may be [[:w:NP-complete|NP-complete]] or [[:w:NP-hard|NP-hard]], or an [[:w:Undecidable problem|undecidable problem]], or an example of [[:w:Gödel's incompleteness theorems|Gödel's incompleteness theorems]] (like the [[:w:Continuum hypothesis|continuum hypothesis]] and the [[:w:Halting problem|halting problem]]). To solve the Athena problem (i.e. to compute the Athena set), we need to determine whether a given family contains a prime. In practice, if family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') could not be ruled out as only containing composites and ''Y'' contains two or more digits, then a relatively small prime > ''b'' could always be found in this family. Intuitively, this is because there are a large number of small strings in such a family, and at least one is likely to be prime (e.g. there are 2^''n''−2 strings of length ''n'' in the family 1{3,7}9, and there are over a thousand strings of length 12 in the family 1{3,7}9, thus it is very impossible that these numbers are all composite). In the case ''Y'' contains only one digit, this family is of the form ''x''{''y''}''z'', and there is only a single string of each length > (the length of ''x'' + the length of ''z''), and it is not known if the following [[:w:Decision problem|decision problem]] is recursively solvable (just like [[:w:Sierpiński number|Sierpiński problem]] and [[:w:Riesel number|Riesel problem]], Sierpiński problem and Riesel problem can be generalized to other bases ''b'' (references: http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjecture-reserves.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjecture-reserves.htm), in fact, Athena problem base ''b'' covers the Sierpiński problem base ''b'' and the Riesel problem base ''b'' with ''k'' < ''b'', i.e. finding the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (or prove such prime does not exist) with ''k'' < ''b'' (specially, for bases ''b'' such that the conjectured smallest Sierpiński number or the conjectured smallest Riesel number is < ''b'', Athena problem base ''b'' covers the Sierpiński problem base ''b'' or the Riesel problem base ''b'', respectively), since the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (if exists) must be a minimal element in base ''b'', also, Athena problem base ''b'' covers finding the smallest prime of these forms in base ''b'' (or proving that such prime does not exist): (''b''^''n''−1)/(''b''−1) (for this form, ''n'' must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068), ''b''^''n''+1 (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 1) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101), (''b''^''n''+1)/2 (for odd ''b'') (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt), (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1) (for square ''b'') (for this form, 2×''n''+1 must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for bases ''b'' with ''sqrt''(''b'') prime: https://oeis.org/A065507), ((''b''−2)×''b''^''n''+1)/(''b''−1) (''n'' ≥ 2) (reference of this form: https://oeis.org/A243404), 2×''b''^''n''+1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624), 2×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591), ''b''^''n''+2 (''n'' ≥ 1) (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067), ''b''^''n''−2 (''n'' ≥ 2) (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201), (''b''−1)×''b''^''n''+1 (''n'' ≥ 1) (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139), (''b''−1)×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396), ''b''^''n''+(''b''−1) (''n'' ≥ 1) (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179), ''b''^''n''−(''b''−1) (''n'' ≥ 2) (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435)): '''Problem: Given strings ''x'', ''z'' (may be empty), a digit ''y'', and a base ''b'' (''x'' does not [[:w:Leading zero|start with the digit 0]], ''z'' ends with a digit which [[:w:Coprime integers|coprime]] to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty), does there exist a prime number whose base-''b'' expansion is of the form ''xy''_''n''''z'' for some ''n'' ≥ 0?''' An [[:w:Algorithm|algorithm]] to solve this problem, for example, would allow us to decide if there are any additional [[:w:Fermat prime|Fermat prime]]s other than the known ones (corresponding to ''n'' = 0, 1, 2, 3, 4). To see this, take ''b'' = 2, ''x'' = 1, ''y'' = 0, and ''z'' = 0₁₆1. Since if 2^''n''+1 is prime then ''n'' must be a [[:w:Power of 2|power of two]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Fermat prime. Besides, it would allow us to decide if there are infinitely many [[:w:Mersenne prime|Mersenne prime]]s (of the form 2^''p''−1 with prime ''p''). To see this, take ''b'' = 2, ''x'' = ''𝜆'' (the [[:w:Empty string|empty string]]), ''y'' = 1, and ''z'' = 1_''n''+1, where ''n'' is the exponent of the Mersenne prime which we want to know whether it is the largest Mersenne prime or not. Since if 2^''n''−1 is prime then ''n'' must be a [[:w:Prime number|prime]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Mersenne prime. Also, it would allow us to decide whether 78557 is the smallest [[:w:Sierpinski number|Sierpinski number]] (i.e. odd numbers ''k'' such that ''k''×2^''n''+1 is composite for all ''n'' ≥ 1) and whether 509203 is the smallest [[:w:Riesel number|Riesel number]] (i.e. odd numbers ''k'' such that ''k''×2^*n*−1 is composite for all ''n'' ≥ 1), etc. '''Athena conjecture: If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains infinitely many primes (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains infinitely many primes).''' (in fact, the Athena conjecture is equivalent to the conjecture (to prove this, by change the base (''b'') to a power of ''b'' which is larger than the largest prime in a given family (in base ''b'') which only contains finitely many primes): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains at least one prime (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains at least one prime), like the [[:w:Bunyakovsky conjecture|Bunyakovsky conjecture]] and the [[:w:Dickson's conjecture|Dickson's conjecture]] and the [[:w:Schinzel's hypothesis H|Schinzel's hypothesis ''H'']], if such ''n'' always exists, then there must be always infinitely many such ''n'', to prove this, add another polynomial for the cases of the Dickson's conjecture and the Schinzel's hypothesis ''H'', also, change the polynomial (e.g. change ''n'' to ''r''×''n'' or ''n''^''r'' for all integers ''r'' > 1) for the cases of the Bunyakovsky conjecture and the Schinzel's hypothesis ''H'') Some families can be ruled out to contain no prime > ''b'' by [[:w:Covering set|covering congruence]], [[:w:Factorization of polynomials|algebraic factorization]] (e.g. [[:w:Difference of two squares|difference of two squares]], [[:w:Sum of two cubes|sum of two cubes]], [[:w:Sophie Germain's identity|Sophie Germain's identity of ''x''⁴+4×''y''⁴]]), or combine of them, e.g. * The base 9 family 2{7}: Always divisible by 2 or 5 * The base 11 family 2{5}: Always divisible by 2 or 3 * The base 14 family B{0}1: Always divisible by 3 or 5 * The base 13 family 95{0}3: Always divisible by 5, 7, or 17 * The base 16 family {4}D: Always divisible by 3, 7, or 13 * The base 16 family {8}F: Always divisible by 3, 7, or 13 * The base 21 family {7}D: Always divisible by 2, 13, or 17 * The base 23 family {D}GA: Always divisible by 2, 5, 7, 37, or 79 * The base 9 family {1}: Can be written as (9^''n''−1)/8 and can be factored as (3^''n''−1) × (3^''n''+1) / 8 * The base 8 family 1{0}1: Can be written as 8^''n''+1 and can be factored as (2^''n''+1) × (4^''n''−2^''n''+1) * The base 9 family 3{8}: Can be written as 4×9^''n''−1 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) * The base 16 family 1{5}: Can be written as (4×16^''n''−1)/3 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) / 3 * The base 16 family {4}1: Can be written as (4×16^''n''−49)/15 and can be factored as (2×3^''n''−7) × (2×3^''n''+7) / 15 * The base 27 family 7{Q}: Can be written as 8×27^''n''−1 and can be factored as (2×3^''n''−1) × (4×9^''n''+2×3^''n''+1) * The base 27 family 9{G}: Can be written as (125×27^''n''−8)/13 and can be factored as (5×3^''n''−2) × (25×9^''n''+10×3^''n''+4) * The base 16 family {C}D: Can be written as (4×16^''n''+1)/5 and can be factored as (2×4^''n''−2×2^''n''+1) × (2×4^''n''+2×2^''n''+1) / 5 * The base 14 family 8{D}: Can be written as 9×14^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (3×14^''n''/2−1) × (3×14^''n''/2+1) if ''n'' is even * The base 12 family {B}9B: Can be written as 12^''n''−25, it is divisible by 13 if ''n'' is odd and can be factored as (12^''n''/2−5) × (12^''n''/2+5) if ''n'' is even * The base 14 family {D}5: Can be written as 14^''n''−9, it is divisible by 5 if ''n'' is odd and can be factored as (14^''n''/2−3) × (14^''n''/2+3) if ''n'' is even * The base 17 family 1{9}: Can be written as (25×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (5×17^''n''/2−3) × (5×17^''n''/2+3) / 16 if ''n'' is even * The base 17 family 7{9}: Can be written as (121×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (11×17^''n''/2−3) × (11×17^''n''/2+3) / 16 if ''n'' is even * The base 19 family 1{6}: Can be written as (4×19^''n''−1)/3, it is divisible by 5 if ''n'' is odd and can be factored as (2×19^''n''/2−1) × (2×19^''n''/2+1) / 3 if ''n'' is even * The base 24 family 3{N}: Can be written as 4×24^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (2×24^''n''/2−1) × (2×24^''n''/2+1) if ''n'' is even * The base 24 family 5{N}: Can be written as 6×24^''n''−1, it is divisible by 5 if ''n'' is even and can be factored as (12×24^{(''n''−1)/2}−1) × (12×24^{(''n''−1)/2}+1) if ''n'' is odd If the Athena conjecture is true, then the [[:w:Sierpiński number|Sierpiński conjecture]] and [[:w:Riesel number|Riesel conjecture]] are also true, and the [http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm Riesel conjectures] in all bases ''b'' are also true, and the [http://www.noprimeleftbehind.net/crus/SNOB-Sierp-conjectures.htm real Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Real-Riesel-conjectures.htm real Riesel conjectures] are also true, also, if the Athena conjecture is true, then there are infinitely many primes of these forms for fixed bases ''b'' ≥ 2 and variable exponents ''n'': * (''b''^''n''−1)/(''b''−1) for all bases ''b'' which are not [[:w:Perfect power|perfect power]]s (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068) * ''b''^''n''+1 for all even bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101) * (''b''^''n''+1)/2 for all odd bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt) * (''b''^''n''+1)/(''b''+1) for all bases ''b'' which are neither of the form ''m''^''r'' with odd ''r'' > 1 nor of the form 4×''m''⁴ (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for prime bases ''b'': https://oeis.org/A065507) * ((''b''−2)×''b''^''n''+1)/(''b''−1) for all bases ''b'' > 2 (reference of this form: https://oeis.org/A243404) * 2×''b''^''n''+1 for all bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624) * 2×''b''^''n''−1 for all bases ''b'' (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591) * 3×''b''^''n''+1 for all even bases ''b'' * 3×''b''^''n''−1 for all even bases ''b'' * 4×''b''^''n''+1 for all bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * 4×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * 5×''b''^''n''+1 for all even bases ''b'' < 140324348, not == 1 mod 3 * 5×''b''^''n''−1 for all even bases ''b'' * 6×''b''^''n''+1 for all bases ''b'' not == 1 mod 7, not == 34 mod 35 * 6×''b''^''n''−1 for all bases ''b'' not == 1 mod 5, not == 34 mod 35, not of the form 6×''m''² with ''m'' == 2, 3 mod 5 * 7×''b''^''n''+1 for all even bases ''b'' * 7×''b''^''n''−1 for all even bases ''b'' < 9162668342, not == 1 mod 3 * 8×''b''^''n''+1 for all bases ''b'' not == 1 mod 3, not == 20 mod 21, not == 47, 83 mod 195, not == 467, 4343, 9887, 25448, 35978, 41522, 42647, 57083 mod 73815, not == 722, 83813, 206672, 239432, 322523, 1283843, 1519577, 1522553 mod 1551615, ..., not [[:w:Cube (algebra)|cube]]s * 8×''b''^''n''−1 for all bases ''b'' not == 1 mod 7, not == 20 mod 21, not == 83, 307 mod 455, not == 1266, 13593, 27292, 46353 mod 63973, ..., not [[:w:Cube (algebra)|cube]]s * 9×''b''^''n''+1 for all even bases ''b'' < 177744, not == 1 mod 5 * 9×''b''^''n''−1 for all even bases ''b'' not == 4 mod 5, not [[:w:Square number|square]]s * 10×''b''^''n''+1 for all bases ''b'' not == 1 mod 11, not == 32 mod 33 (references of this form: https://oeis.org/A088782) * 10×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 32 mod 33 * 11×''b''^''n''+1 for all even bases ''b'' not == 1 mod 3, not == 14 mod 15 * 11×''b''^''n''−1 for all even bases ''b'' not == 1 mod 5, not == 14 mod 15, not of the form 11×''m''² with ''m'' == 2, 3 mod 5 * 12×''b''^''n''+1 for all bases ''b'' not == 1 mod 13, not == 142 mod 143, not == 562, 828, 900, 1166 mod 1729, not == 597, 1143 mod 1885, not == 296, 901, 1759, 3090, 4553, 5521, 5807, 6016, 6984, 7094, 7270, 7380, 7479, 8447, 8557, 8733, 8843, 9910, 10020, 10196, 10306, 11483, 11769, 12737, 14200, 15531, 16994, 18457 mod 19019, not == 563, 1433, 13212, 15097, 19848, 20718, 32497, 34382, 39133, 51782, 53667, 58418, 58452, 60337, 60883, 71067, 72952, 77737, 79622, 80168, 94267, 97022, 98583, 98907, 113552, 116307, 117868, 118192, 131967, 132513, 132837, 134398, 151252, 151798, 152122, 153683, 170537, 171083, 172968, 177753, 179638, 189822, 190368, 192253, 192287, 197038, 198923, 211572, 213568, 216323, 218208, 229987, 232853, 235608, 237493, 249272 mod 250705, ... * 12×''b''^''n''−1 for all bases ''b'' not == 1 mod 11, not == 142 mod 143, not == 307, 1143 mod 1595, not == 901, 6016, 7479, 18457 mod 19019, ... * ''b''^''n''+2 for all odd bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067) * ''b''^''n''−2 for all odd bases ''b'' (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201) * ''b''^''n''+3 for all even bases ''b'' not divisible by 3 * ''b''^''n''−3 for all even bases ''b'' not divisible by 3 * ''b''^''n''+4 for all odd bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * ''b''^''n''−4 for all odd bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * (''b''−1)×''b''^''n''+1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139) * (''b''−1)×''b''^''n''−1 for all bases ''b'' (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396) * (''b''+1)×''b''^''n''+1 for all bases ''b'' not == 1 mod 3 (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PP.htm, http://www.bitman.name/math/table/474, https://pzktupel.de/Primetables/TableWilliams4.php) * (''b''+1)×''b''^''n''−1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PM.htm, http://www.bitman.name/math/table/471, https://pzktupel.de/Primetables/TableWilliams3.php) * ''b''^''n''+(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179) * ''b''^''n''−(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435) * ''b''^''n''+(''b''+1) for all bases ''b'' not == 1 mod 3 (references of this form: http://www.bitman.name/math/table/801, https://pzktupel.de/Primetables/TableWilliams8.php, https://oeis.org/A346149, https://oeis.org/A346154) * ''b''^''n''−(''b''+1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/798, https://pzktupel.de/Primetables/TableWilliams7.php, https://oeis.org/A178250) By the [[:w:Prime number theorem|prime number theorem]], the [[:w:Probability|chance]] that a [[:w:Random number|random]] ''n''-digit base ''b'' number is prime is [[:w:Asymptotic analysis|approximately]] 1/''n'' (more accurately, the chance is approximately 1/(''n''×''ln''(''b'')), where ''ln'' is the [[:w:Natural logarithm|natural logarithm]]). If one conjectures the numbers ''x''{''y''}''z'' behave similarly (i.e. the numbers ''x''{''y''}''z'' is a [[:w:Pseudorandomness|pseudorandom sequence]]) you would expect [[:w:Harmonic_series (mathematics)|1/1 + 1/2 + 1/3 + 1/4 + ... = ∞]] primes of the form ''x''{''y''}''z'' (of course, this does not always happen, since some ''x''{''y''}''z'' families can be ruled out to contain no prime > ''b'' (by covering congruence, algebraic factorization, or combine of them), but it is at least a reasonable conjecture in the absence of evidence to the contrary. Hence, the [[:w:Heuristic argument|heuristic argument]] suggests there are always infinitely many primes in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') if it cannot be ruled out to contain no prime or only contain finitely many primes, by covering congruence, algebraic factorization, or combine of them. However, some families ''x''{''y''}''z'' could not be proven to contain no primes > ''b'' (by covering congruence, algebraic factorization, or combine of them) but no primes > ''b'' could be found in the family, even after searching through numbers with over 100000 digits. In such a case, the only way to proceed is to [[:w:Primality test|test the primality]] of larger and larger numbers of such form and hope a prime is eventually discovered. e.g. the smallest (probable) prime in the family A{3}A in base ''b'' = 13 is A3₅₉₂₁₉₇A, its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4, when written in decimal contains 659677 digits (it is only probable prime, i.e. not definitely prime, since technically, probable primality tests were used to show this (which have a ''very'' small chance of making an error, see https://t5k.org/notes/prp_prob.html) because all known primality tests run far too slowly to run on numbers of this size unless either [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] (or both) can be ≥ 1/3 factored). The numbers in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') are of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) for some fixed ''a'', ''b'', ''c'' such that ''a'' ≥ 1, ''b'' ≥ 2 (''b'' is the base), ''c'' ≠ 0, ''gcd''(''a'',''c'') = 1, ''gcd''(''b'',''c'') = 1. Except in the [[:w:Special case|special case]] ''c'' = ±1 and ''gcd''(''a''+''c'',''b''−1) = 1 (the only case which [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] is [[:w:Triviality (mathematics)|trivially]] fully factored), when ''n'' is large the known [[:w:Primality test|primality test]]s for such a number are too inefficient to run (since they are [https://t5k.org/glossary/xpage/OrdinaryPrime.html ordinary primes]). In this case one must resort to a [[:w:Probabilistic algorithm|probable]] primality test such as a [[:w:Miller–Rabin primality test|Miller–Rabin primality test]] or a [[:w:Baillie–PSW primality test|Baillie–PSW primality test]], unless a divisor of the number can be found. Since we are testing many numbers in an [[:w:Exponential growth|exponential sequence]], it is possible to use a sieving process to find divisors rather than using [[:w:Trial division|trial division]]. To do this, we made use of Geoffrey Reynolds' ''srsieve'' software (download: https://pzktupel.de/Software/srsieve_1.1.4.7z). This program uses the [[:w:Baby-step giant-step|baby-step giant-step]] [[:w:Algorithm|algorithm]] to find all primes ''p'' which divide ''a''×''b''^''n''+''c'' where ''p'' and ''n'' lie in a [[:w:Interval_(mathematics)|specified range]]. Since this program cannot handle the general case (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1 we only used it to sieve the sequence ''a''×''b''^''n''+''c'' for primes ''p'' not dividing ''gcd''(''a''+''c'',''b''−1), and initialized the list of candidates to not include ''n'' for which there is some prime ''p'' dividing ''gcd''(''a''+''c'',''b''−1) for which ''p'' dividing (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1). The program had to be modified slightly to remove a check which would prevent it from running in the case when ''a'', ''b'', and ''c'' were all odd (since then 2 divides ''a''×''b''^''n''+''c'', but 2 may not divide (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)). Once the numbers with small divisors had been removed, it remained to test the remaining numbers using a probable primality test. For this we used the software ''LLR'' by Jean Penné. (download: http://jpenne.free.fr/index2.html). Although undocumented, it is possible to run this program on numbers of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1, so this program required no modifications. A script was also written which allowed one to run ''srsieve'' while ''LLR'' was testing the remaining candidates, so that when a divisor was found by srsieve on a number which had not yet been tested by ''LLR'' it would be removed from the list of candidates. For the primes < 10²⁵⁰⁰⁰ for the "easy" bases (bases ''b'' with ≤ 150 primes > 10²⁹⁹ (base ''b'' = 26 has 83 known primes > 10²⁹⁹ and 3 unsolved families, base ''b'' = 36 has 75 known primes > 10²⁹⁹ and 4 unsolved families, base ''b'' = 17 has 99 known primes > 10²⁹⁹ and 18 unsolved families, base ''b'' = 21 has 80 known primes > 10²⁹⁹ and 12 unsolved families, base ''b'' = 19 has 201 known primes > 10²⁹⁹ and 23 unsolved families), i.e. bases *b* = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36), we employed ''CM'' by Andreas Enge (download: https://www.multiprecision.org/cm/download.html), an elliptic curve primality proving implementation. Currently, the final goal of the Athena problem project is finding the Athena set (i.e. finding all Athena primes) and proving that this set is exactly the Athena set (i.e. proving that these are all Athena primes (including the primality proving for the probable primes)) in all bases 2 ≤ ''b'' ≤ 36, i.e. solving all families in all bases 2 ≤ ''b'' ≤ 36. Solving all (unsolved) families in all bases 2 ≤ ''b'' ≤ 36 (and proving the primality of all probable primes in the sets of all bases 2 ≤ ''b'' ≤ 36) is not possible but we aim to solve many of them (and proving the primality of many of them), at least find a ''probable'' prime for many of them (since the smallest prime in a family may be too large (> 10²⁵⁰⁰⁰) to be proved primality, unless its *N*−1 or/and *N*+1 can be ≥ 25% factored). == Data == These are the results of the Athena problem in bases 2 ≤ ''b'' ≤ 36 (we stop at base 36 since this base is the maximum base for which it is possible to write the numbers with the [[:w:Symbol|symbol]]s 0, 1, 2, ..., 9 and A, B, C, ..., Z (i.e. the 10 [[:w:Arabic numerals|Arabic numerals]] and the 26 [[:w:Latin script|Latin letters]]): (some large Athena primes are only probable primes, i.e. not definitely primes, since they are too large to be [[:w:Elliptic curve primality|ECPP proved]] and [[:w:Pocklington primality test#Extensions and variants|neither ''N''−1 nor ''N''+1 can be ≥ 1/3 factored]], all of them pass the [[:w:Baillie–PSW primality test|Baillie–PSW primality test]] and the [[:w:Strong pseudoprime|strong primality test]] (i.e. the [[:w:Miller–Rabin primality test|Miller–Rabin primality test]]) with all prime bases ''p'' ≤ 61, however, all Athena primes < 10²⁵⁰⁰⁰ for bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 22, 24, 26, 28, 30, 36 are definitely primes, most of them > 10²⁹⁹ are proven primes with [[:w:Elliptic curve primality|ECPP proving]], others > 10²⁹⁹ are proven primes with [[:w:Pocklington primality test#Extensions and variants|''N''−1 or ''N''+1 proving]]) The Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 which are proven primes with ''N''−1 or ''N''+1 proving includes the Athena primes whose ''N''−1 or ''N''+1 is trivially fully factored: * the 3176th Athena prime in base 13, 81010₄₁₅1, which equals 17746×13⁴¹⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003590431555, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003590431556&open=ecm * the 3177th Athena prime in base 13, 8110₄₃₅1, which equals 1366×13⁴³⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000002373259109, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000002373259124&open=ecm * the 3188th Athena prime in base 13, 930₁₅₅₁1, which equals 120×13¹⁵⁵²+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961452, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961453&open=ecm * the 3191st Athena prime in base 13, 390₆₂₆₆1, which equals 48×13⁶²⁶⁷+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961441, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961451&open=ecm * the 649th Athena prime in base 14, 34D₇₀₈, which equals 47×14⁷⁰⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001540144903, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001540144907&open=ecm * the 650th Athena prime in base 14, 4D₁₉₆₉₈, which equals 5×14¹⁹⁶⁹⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000884560233, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000884560625&open=ecm * the 2335th Athena prime in base 16, 88F₅₄₅, which equals 137×16⁵⁴⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000413679658, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000413877337&open=ecm * the 10317th Athena prime in base 17, 5A70₂₇₄1, which equals 1622×17²⁷⁵+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003782940709, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003782941930&open=ecm * the 10359th Athena prime in base 17, 9D0₁₀₆₇1, which equals 166×17¹⁰⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961369, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961370&open=ecm * the 10370th Athena prime in base 17, A0₁₃₅₅1, which equals 10×17¹³⁵⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000034167087, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000271866825&open=ecm * the 10386th Athena prime in base 17, 530₄₈₆₇1, which equals 88×17⁴⁸⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000762660735, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000762660737&open=ecm * the 10408th Athena prime in base 17, 570₅₁₃₁₀1, which equals 92×17⁵¹³¹¹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961389, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469616&open=ecm * the 10412th Athena prime in base 17, 970₁₆₆₀₄₇1, which equals 160×17¹⁶⁶⁰⁴⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817312&open=ecm * the 10413th Athena prime in base 17, F70₁₈₆₇₆₇1, which equals 262×17¹⁸⁶⁷⁶⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817317&open=ecm * the 3310th Athena prime in base 20, JCJ₆₂₉, which equals 393×20⁶²⁹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001559454258, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001559454271&open=ecm * the 13373rd Athena prime in base 21, 5D0₁₉₈₄₈1, which equals 118×21¹⁹⁸⁴⁹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000777265872, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469310&open=ecm * the 3408th Athena prime in base 24, 88N₅₉₅₁, which equals 201×24⁵⁹⁵¹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003593275880, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000003593373246&open=ecm * the 25509th Athena prime in base 28, EB0₄₀₅1, which equals 403×28⁴⁰⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001534442374, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000001534442380&open=ecm * the 2616th Athena prime in base 30, C0₁₀₂₂1, which equals 12×30¹⁰²³+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000785448736, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785448737&open=ecm * the 2619th Athena prime in base 30, OT₃₄₂₀₅, which equals 25×30³⁴²⁰⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000800812865, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000819405041&open=ecm * the 35237th Athena prime in base 36, P8Z₃₉₀, which equals 909×36³⁹⁰−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000764100228, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000764100231&open=ecm and the Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 whose ''N''−1 or ''N''+1 is ≥ 1/3 factored: (''R''_''n''(''b'') means the [[:w:Repunit|repunit]] in base ''b'' with length ''n''), i.e. ''R''_''n''(''b'') = (''b''^''n''−1)/(''b''−1), "''S''_''n''(''b'')" means ''b''^''n''+1) * the 3168th Athena prime in base 13, 9₃₀₈1, ''N''−1 is 117×''R''₃₀₈(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13³⁰⁸−1, and for the algebraic factors of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=308&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=308&c0=-&EN=&LM= * the 3179th Athena prime in base 13, B₅₆₃C, ''N''−1 is 11×''R''₅₆₄(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁶⁴−1, and for the algebraic factors of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=564&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=564&c0=-&EN=&LM= * the 3180th Athena prime in base 13, 1B₅₇₆, ''N''−1 is 23×''R''₅₇₆(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁷⁶−1, and for the algebraic factors of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=576&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=576&c0=-&EN=&LM= * the 10320th Athena prime in base 17, 9₂₉₂1, ''N''−1 is 153×''R''₂₉₂(17), thus factor ''N''−1 is equivalent to factor the Cunningham number 17²⁹²−1, and for the algebraic factors of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=17&Exp=292&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=17&Exp=292&c0=-&EN=&LM= * the 13304th Athena prime in base 21, 7₂₃₀1, ''N''−1 is 147×''R''₂₃₀(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21²³⁰−1, and for the algebraic factors of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=230&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=230&c0=-&EN=&LM= * the 13355th Athena prime in base 21, 3₁₀₆₃2, ''N''+1 is 3×''R''₁₀₆₄(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21¹⁰⁶⁴−1, and for the algebraic factors of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=1064&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=1064&c0=-&EN=&LM= * the 25199th Athena prime in base 26, 9K₃₄₃AP, ''N''+1 is 6370×''R''₃₄₄(26), thus factor ''N''+1 is equivalent to factor the Cunningham number 26³⁴⁴−1, and for the algebraic factors of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=344&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=344&c0=-&EN=&LM= * the 25200th Athena prime in base 26, 8₃₅₄1, ''N''−1 is 208×''R''₃₅₄(26), thus factor ''N''−1 is equivalent to factor the Cunningham number 26³⁵⁴−1, and for the algebraic factors of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=354&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=354&c0=-&EN=&LM= All numbers are written in base ''b'', [[:w:Senary#Base 36 as senary compression|using A to Z to represent digit values 10 to 35]], "{}" means repeating, e.g. family 12{3}45 means the sequence {1245, 12345, 123345, 1233345, 12333345, 123333345, ...} (where the members are expressed as base ''b'' strings), subscripts are used to indicate repetitions of digits, e.g. 123₄567 means 123333567 (all subscripts are written in decimal). Base 2: 1 Athena prime (the largest of which has 2 digits (it is 11, and its value is 3 in decimal)): {11} Base 3: 3 Athena primes (the largest of which has 3 digits (it is 111, and its value is 13 in decimal)): {12, 21, 111} Base 4: 5 Athena primes (the largest of which has 3 digits (it is 221, and its value is 41 in decimal)): {11, 13, 23, 31, 221} Base 5: 22 Athena primes (the largest of which has 96 digits (it is 10₉₃13, and its algebraic form is 5⁹⁵+8)): {12, 21, 23, 32, 34, 43, 104, 111, 131, 133, 313, 401, 414, 3101, 10103, 14444, 30301, 33001, 33331, 44441, 300031, 100000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000013} Base 6: 11 Athena primes (the largest of which has 5 digits (it is 40041, and its value is 5209 in decimal)): {11, 15, 21, 25, 31, 35, 45, 51, 4401, 4441, 40041} Base 7: 71 Athena primes (the largest of which has 17 digits (it is 3₁₆1, and its algebraic form is (7¹⁷−5)/2)): {14, 16, 23, 25, 32, 41, 43, 52, 56, 61, 65, 113, 115, 131, 133, 155, 212, 221, 304, 313, 335, 344, 346, 364, 445, 515, 533, 535, 544, 551, 553, 1022, 1051, 1112, 1202, 1211, 1222, 2111, 3031, 3055, 3334, 3503, 3505, 3545, 4504, 4555, 5011, 5455, 5545, 5554, 6034, 6634, 11111, 11201, 30011, 30101, 31001, 31111, 33001, 33311, 35555, 40054, 100121, 150001, 300053, 351101, 531101, 1100021, 33333301, 5100000001, 33333333333333331} Base 8: 75 Athena primes (the largest of which has 221 digits (it is 4₂₂₀7, and its algebraic form is (4×8²²¹+17)/7)): {13, 15, 21, 23, 27, 35, 37, 45, 51, 53, 57, 65, 73, 75, 107, 111, 117, 141, 147, 161, 177, 225, 255, 301, 343, 361, 401, 407, 417, 431, 433, 463, 467, 471, 631, 643, 661, 667, 701, 711, 717, 747, 767, 3331, 3411, 4043, 4443, 4611, 5205, 6007, 6101, 6441, 6477, 6707, 6777, 7461, 7641, 47777, 60171, 60411, 60741, 444641, 500025, 505525, 3344441, 4444477, 5500525, 5550525, 55555025, 444444441, 744444441, 77774444441, 7777777777771, 555555555555525, 44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444447} Base 9: 151 Athena primes (the largest of which has 1161 digits (it is 30₁₁₅₈11, and its algebraic form is 3×9¹¹⁶⁰+10)): {12, 14, 18, 21, 25, 32, 34, 41, 45, 47, 52, 58, 65, 67, 74, 78, 81, 87, 117, 131, 135, 151, 155, 175, 177, 238, 272, 308, 315, 331, 337, 355, 371, 375, 377, 438, 504, 515, 517, 531, 537, 557, 564, 601, 638, 661, 702, 711, 722, 735, 737, 751, 755, 757, 771, 805, 838, 1011, 1015, 1101, 1701, 2027, 2207, 3017, 3057, 3101, 3501, 3561, 3611, 3688, 3868, 5035, 5051, 5071, 5101, 5501, 5554, 5705, 5707, 7017, 7075, 7105, 7301, 8535, 8544, 8555, 8854, 20777, 22227, 22777, 30161, 33388, 50161, 50611, 53335, 55111, 55535, 55551, 57061, 57775, 70631, 71007, 77207, 100037, 100071, 100761, 105007, 270707, 301111, 305111, 333035, 333385, 333835, 338885, 350007, 500075, 530005, 555611, 631111, 720707, 2770007, 3030335, 7776662, 30300005, 30333335, 38333335, 51116111, 70000361, 300030005, 300033305, 351111111, 1300000007, 5161111111, 8333333335, 300000000035, 311111111161, 544444444444, 2000000000007, 5700000000001, 7270000000007, 88888888833335, 100000000000507, 5111111111111161, 7277777777777777707, 8888888888888888888335, 30000000000000000000051, 1000000000000000000000000057, 56111111111111111111111111111111111111, 7666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662, 27777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777707, 300000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011} Base 10: 77 Athena primes (the largest of which has 31 digits (it is 50₂₈27, and its algebraic form is 5×10³⁰+27)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027} Base 11: 1068 Athena (probable) primes (including 1 unproven probable prime: 57₆₂₆₆₈), the largest of which has 62669 digits (it is 57₆₂₆₆₈, and its algebraic form is (57×11⁶²⁶⁶⁸−7)/10), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel11 Data of Athena (probable) primes base 11] Base 12: 106 Athena primes (the largest of which has 42 digits (it is 40₃₉77, and its algebraic form is 4×12⁴¹+91)): {11, 15, 17, 1B, 25, 27, 31, 35, 37, 3B, 45, 4B, 51, 57, 5B, 61, 67, 6B, 75, 81, 85, 87, 8B, 91, 95, A7, AB, B5, B7, 221, 241, 2A1, 2B1, 2BB, 401, 421, 447, 471, 497, 565, 655, 665, 701, 70B, 721, 747, 771, 77B, 797, 7A1, 7BB, 907, 90B, 9BB, A41, B21, B2B, 2001, 200B, 202B, 222B, 229B, 292B, 299B, 4441, 4707, 4777, 6A05, 6AA5, 729B, 7441, 7B41, 929B, 9777, 992B, 9947, 997B, 9997, A0A1, A201, A605, A6A5, AA65, B001, B0B1, BB01, BB41, 600A5, 7999B, 9999B, AAAA1, B04A1, B0B9B, BAA01, BAAA1, BB09B, BBBB1, 44AAA1, A00065, BBBAA1, AAA0001, B00099B, AA000001, BBBBBB99B, B0000000000000000000000000009B, 400000000000000000000000000000000000000077} Base 13: 3197 Athena (probable) primes (including 4 unproven probable primes: C5₂₃₇₅₅C, 80₃₂₀₁₇111, 95₁₉₇₄₂₀, A3₅₉₂₁₉₇A), the largest of which has 592199 digits (it is A3₅₉₂₁₉₇A, and its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel13 Data of Athena (probable) primes base 13] Base 14: 650 Athena primes, the largest of which has 19699 digits (it is 4D₁₉₆₉₈, and its algebraic form is 5×14¹⁹⁶⁹⁸−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel14 Data of Athena primes base 14] Base 15: 1284 Athena primes, the largest of which has 157 digits (it is 7₁₅₅97, and its algebraic form is (15¹⁵⁷+59)/2), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel15 Data of Athena primes base 15] Base 16: 2347 Athena (probable) primes (including 3 unproven probable primes: DB₃₂₂₃₄, 4₇₂₇₈₅DD, 3₁₁₆₁₃₇AF), the largest of which has 116139 digits (it is 3₁₁₆₁₃₇AF, and its algebraic form is (16¹¹⁶¹³⁹+619)/5), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel16 Data of Athena (probable) primes base 16] Base 17: 10415 known Athena (probable) primes (including many unproven probable primes) and 12 unsolved families (1{7}, 1F{0}7, 4{7}A, 70F{0}D, 8{B}9, 9{5}9, A{D}F, B{0}B3, {B}E9, {B}EE, F1{9}, FD0{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel17 Data of known Athena (probable) primes base 17] Base 18: 549 Athena primes, the largest of which has 6271 digits (it is C0₆₂₆₈C5, and its algebraic form is 12×18⁶²⁷⁰+221), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel18 Data of Athena primes base 18] Base 19: 31417 known Athena (probable) primes (including many unproven probable primes) and 17 unsolved families (4B5{0}H, {5}3, 5{H}05, 5{H}0H, 5{H}5, 66{B}, 71{0}177, 7AF{0}H, 97{0}3, C{H}C, EE1{6}, F{7}5, F{B}G, F{D}F, H0F{0}7A, HB{0}5B5, II{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel19 Data of known Athena (probable) primes base 19] Base 20: 3314 Athena primes, the largest of which has 6271 digits (it is G0₆₂₆₉D, and its algebraic form is 16×20⁶²⁷⁰+13), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel20 Data of Athena primes base 20] Base 21: 13386 known Athena (probable) primes (including many unproven probable primes) and 8 unsolved families (5{0}DJ, {9}D, B3{0}EB, B{H}6H, C{F}0K, {F}35, G{0}FK, H{0}7771, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel21 Data of known Athena (probable) primes base 21] Base 22: 8003 Athena (probable) primes (including 1 unproven probable prime: BK₂₂₀₀₁5), the largest of which has 22003 digits (it is BK₂₂₀₀₁5, and its algebraic form is (251×22²²⁰⁰²−335)/21), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel22 Data of Athena (probable) primes base 22] Base 23: 65178 known Athena (probable) primes (including many unproven probable primes) and 87 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel23 Data of known Athena (probable) primes base 23] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left23 Data of unsolved families for Athena problem base 23] Base 24: 3409 Athena primes, the largest of which has 8134 digits (it is N00N₈₁₂₉LN, and its algebraic form is 13249×24⁸¹³¹−49), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel24 Data of Athena primes base 24] Base 25: 133639 known Athena (probable) primes (including many unproven probable primes) and 85 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel25 Data of known Athena (probable) primes base 25] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left25 Data of unsolved families for Athena problem base 25] Base 26: 25256 known Athena (probable) primes (including 7 unproven probable primes: 5₁₉₃₉₁6F, 7₂₀₂₇₉OL, LD0₂₀₉₇₅7, 6K₂₃₃₀₀5, J0₄₄₃₀₃KCB, M0₆₁₁₈₆2BB, 85M₁₉₇₀₆₀B) and 3 unsolved families ({A}6F, {H}MH, {I}GL, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel26 Data of known Athena (probable) primes base 26] Base 27: 102852 known Athena (probable) primes (including many unproven probable primes) and 44 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel27 Data of known Athena (probable) primes base 27] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left27 Data of unsolved families for Athena problem base 27] Base 28: 25528 known Athena (probable) primes (including 3 unproven probable primes: N6₂₄₀₅₁LR, 5OA₃₁₂₃₈F, O4O₉₄₅₃₅9) and 1 unsolved family (O{A}F, no primes or probable primes with length ≤ 900000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel28 Data of known Athena (probable) primes base 28] Base 29: 355242 known Athena (probable) primes (including many unproven probable primes) and 125 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel29 Data of known Athena (probable) primes base 29] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left29 Data of unsolved families for Athena problem base 29] Base 30: 2619 Athena (probable) primes (including 1 unproven probable prime: I0₂₄₆₀₈D), the largest of which has 34206 digits (it is OT₃₄₂₀₅, and its algebraic form is 25×30³⁴²⁰⁵−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel30 Data of Athena (probable) primes base 30] Base 31: 569323 known Athena (probable) primes (including many unproven probable primes) and 77 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel31 Data of known Athena (probable) primes base 31] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left31 Data of unsolved families for Athena problem base 31] Base 32: 168882 known Athena (probable) primes (including many unproven probable primes) and 120 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel32 Data of known Athena (probable) primes base 32] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left32 Data of unsolved families for Athena problem base 32] Base 33: 280012 known Athena (probable) primes (including many unproven probable primes) and 81 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel33 Data of known Athena (probable) primes base 33] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left33 Data of unsolved families for Athena problem base 33] Base 34: 184785 known Athena (probable) primes (including many unproven probable primes) and 47 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel34 Data of known Athena (probable) primes base 34] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left34 Data of unsolved families for Athena problem base 34] Base 35: 720002 known Athena (probable) primes (including many unproven probable primes) and 60 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel35 Data of known Athena (probable) primes base 35] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left35 Data of unsolved families for Athena problem base 35] Base 36: 35286 known Athena (probable) primes (including 3 unproven probable primes: 7K₂₆₅₆₇Z, S0₇₅₀₀₇8H, P₈₁₉₉₃SZ) and 4 unsolved families (B{0}EUV, HM{0}N, N{0}YYN, O{L}Z, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel36 Data of known Athena (probable) primes base 36] == Condensed table for bases 2 ≤ ''b'' ≤ 36 == {|class="wikitable" ||''b''||number of Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||base-''b'' form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' (write "''d''_''n''" if there are 5 or more (''n'') consecutive same digits ''d'')||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' in decimal||algebraic ((''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)) form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||''factordb'' entry of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' written in base ''b'' (use lower case letters instead of upper case letters)||number of unsolved families in the Athena problem in base ''b'' (all of these left families are linear families)||searching limit of length for the unsolved families in the Athena problem in base ''b'' (if there are different searching limits for the unsolved families in the Athena problem in base ''b'', choose the lowest searching limit)|| |- ||2||1||11||2||1||3||http://factordb.com/index.php?id=3&open=ecm||http://factordb.com/index.php?showid=3&base=2||0||–|| |- ||3||3||111<br>21<br>12||3<br>2<br>2||2<br>1<br>1||13<br>7<br>5||http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=13&base=3<br>http://factordb.com/index.php?showid=7&base=3<br>http://factordb.com/index.php?showid=5&base=3<nowiki/>||0||–|| |- ||4||5||221<br>31<br>23<br>13<br>11||3<br>2<br>2<br>2<br>2||2<br>2<br>2<br>1<br>1||41<br>13<br>11<br>7<br>5||http://factordb.com/index.php?id=41&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=41&base=4<br>http://factordb.com/index.php?showid=13&base=4<br>http://factordb.com/index.php?showid=11&base=4<br>http://factordb.com/index.php?showid=7&base=4<br>http://factordb.com/index.php?showid=5&base=4<nowiki/>||0||–|| |- ||5||22||10₉₃13<br>300031<br>44441<br>33331<br>33001<br>30301<br>14444<br>10103<br>3101<br>414||96<br>6<br>5<br>5<br>5<br>5<br>5<br>5<br>4<br>3||67<br>4<br>4<br>4<br>4<br>4<br>4<br>3<br>3<br>3||5⁹⁵+8<br>9391<br>3121<br>2341<br>2251<br>1951<br>1249<br>653<br>401<br>109||http://factordb.com/index.php?id=1100000000034686071&open=ecm<br>http://factordb.com/index.php?id=9391&open=ecm<br>http://factordb.com/index.php?id=3121&open=ecm<br>http://factordb.com/index.php?id=2341&open=ecm<br>http://factordb.com/index.php?id=2251&open=ecm<br>http://factordb.com/index.php?id=1951&open=ecm<br>http://factordb.com/index.php?id=1249&open=ecm<br>http://factordb.com/index.php?id=653&open=ecm<br>http://factordb.com/index.php?id=401&open=ecm<br>http://factordb.com/index.php?id=109&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000034686071&base=5<br>http://factordb.com/index.php?showid=9391&base=5<br>http://factordb.com/index.php?showid=3121&base=5<br>http://factordb.com/index.php?showid=2341&base=5<br>http://factordb.com/index.php?showid=2251&base=5<br>http://factordb.com/index.php?showid=1951&base=5<br>http://factordb.com/index.php?showid=1249&base=5<br>http://factordb.com/index.php?showid=653&base=5<br>http://factordb.com/index.php?showid=401&base=5<br>http://factordb.com/index.php?showid=109&base=5<nowiki/>||0||–|| |- ||6||11||40041<br>4441<br>4401<br>51<br>45<br>35<br>31<br>25<br>21<br>15||5<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||4<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||5209<br>1033<br>1009<br>31<br>29<br>23<br>19<br>17<br>13<br>11||http://factordb.com/index.php?id=5209&open=ecm<br>http://factordb.com/index.php?id=1033&open=ecm<br>http://factordb.com/index.php?id=1009&open=ecm<br>http://factordb.com/index.php?id=31&open=ecm<br>http://factordb.com/index.php?id=29&open=ecm<br>http://factordb.com/index.php?id=23&open=ecm<br>http://factordb.com/index.php?id=19&open=ecm<br>http://factordb.com/index.php?id=17&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<nowiki/>||http://factordb.com/index.php?showid=5209&base=6<br>http://factordb.com/index.php?showid=1033&base=6<br>http://factordb.com/index.php?showid=1009&base=6<br>http://factordb.com/index.php?showid=31&base=6<br>http://factordb.com/index.php?showid=29&base=6<br>http://factordb.com/index.php?showid=23&base=6<br>http://factordb.com/index.php?showid=19&base=6<br>http://factordb.com/index.php?showid=17&base=6<br>http://factordb.com/index.php?showid=13&base=6<br>http://factordb.com/index.php?showid=11&base=6<nowiki/>||0||–|| |- ||7||71||3₁₆1<br>510₇1<br>3₆01<br>1100021<br>531101<br>351101<br>300053<br>150001<br>100121<br>40054||17<br>10<br>8<br>7<br>6<br>6<br>6<br>6<br>6<br>5||15<br>9<br>7<br>6<br>5<br>5<br>5<br>5<br>5<br>4||(7¹⁷−5)/2<br>36×7⁸+1<br>(7⁸−47)/2<br>134471<br>91631<br>62819<br>50459<br>28813<br>16871<br>9643||http://factordb.com/index.php?id=116315256993601&open=ecm<br>http://factordb.com/index.php?id=207532837&open=ecm<br>http://factordb.com/index.php?id=2882377&open=ecm<br>http://factordb.com/index.php?id=134471&open=ecm<br>http://factordb.com/index.php?id=91631&open=ecm<br>http://factordb.com/index.php?id=62819&open=ecm<br>http://factordb.com/index.php?id=50459&open=ecm<br>http://factordb.com/index.php?id=28813&open=ecm<br>http://factordb.com/index.php?id=16871&open=ecm<br>http://factordb.com/index.php?id=9643&open=ecm<nowiki/>||http://factordb.com/index.php?showid=116315256993601&base=7<br>http://factordb.com/index.php?showid=207532837&base=7<br>http://factordb.com/index.php?showid=2882377&base=7<br>http://factordb.com/index.php?showid=134471&base=7<br>http://factordb.com/index.php?showid=91631&base=7<br>http://factordb.com/index.php?showid=62819&base=7<br>http://factordb.com/index.php?showid=50459&base=7<br>http://factordb.com/index.php?showid=28813&base=7<br>http://factordb.com/index.php?showid=16871&base=7<br>http://factordb.com/index.php?showid=9643&base=7<nowiki/>||0||–|| |- ||8||75||4₂₂₀7<br>5₁₃25<br>7₁₂1<br>77774₆1<br>74₇1<br>4₈1<br>5₅025<br>5550525<br>5500525<br>4₅77||221<br>15<br>13<br>11<br>9<br>9<br>8<br>7<br>7<br>7||200<br>14<br>12<br>10<br>9<br>8<br>8<br>7<br>7<br>7||(4×8²²¹+17)/7<br>(5×8¹⁵−173)/7<br>8¹³−7<br>(28669×8⁷−25)/7<br>(53×8⁸−25)/7<br>(4×8⁹−25)/7<br>(5×8⁸−2413)/7<br>1495381<br>1474901<br>(4×8⁷+185)/7||http://factordb.com/index.php?id=1100000000416605822&open=ecm<br>http://factordb.com/index.php?id=25131694349141&open=ecm<br>http://factordb.com/index.php?id=549755813881&open=ecm<br>http://factordb.com/index.php?id=8589035809&open=ecm<br>http://factordb.com/index.php?id=127027489&open=ecm<br>http://factordb.com/index.php?id=76695841&open=ecm<br>http://factordb.com/index.php?id=11983381&open=ecm<br>http://factordb.com/index.php?id=1495381&open=ecm<br>http://factordb.com/index.php?id=1474901&open=ecm<br>http://factordb.com/index.php?id=1198399&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000416605822&base=8<br>http://factordb.com/index.php?showid=25131694349141&base=8<br>http://factordb.com/index.php?showid=549755813881&base=8<br>http://factordb.com/index.php?showid=8589035809&base=8<br>http://factordb.com/index.php?showid=127027489&base=8<br>http://factordb.com/index.php?showid=76695841&base=8<br>http://factordb.com/index.php?showid=11983381&base=8<br>http://factordb.com/index.php?showid=1495381&base=8<br>http://factordb.com/index.php?showid=1474901&base=8<br>http://factordb.com/index.php?showid=1198399&base=8<nowiki/>||0||–|| |- ||9||151||30₁₁₅₈11<br>27₆₈₆07<br>76₃₂₉2<br>561₃₆<br>10₂₅57<br>30₂₀51<br>8₁₉335<br>727₁₅07<br>51₁₃61<br>10₁₁507||1161<br>689<br>331<br>38<br>28<br>23<br>22<br>19<br>16<br>15||1108<br>657<br>316<br>37<br>26<br>22<br>21<br>19<br>16<br>14||3×9¹¹⁶⁰+10<br>(23×9⁶⁸⁸−511)/8<br>(31×9³³⁰−19)/4<br>(409×9³⁶−1)/8<br>9²⁷+52<br>3×9²²+46<br>9²²−454<br>(527×9¹⁷−511)/8<br>(41×9¹⁵+359)/8<br>9¹⁴+412||http://factordb.com/index.php?id=1100000002376318423&open=prime<br>http://factordb.com/index.php?id=1100000002495467486&open=prime<br>http://factordb.com/index.php?id=1100000002359003642&open=prime<br>http://factordb.com/index.php?id=1100000001554010824&open=ecm<br>http://factordb.com/index.php?id=1100000002512830927&open=ecm<br>http://factordb.com/index.php?id=1100000000032261811&open=ecm<br>http://factordb.com/index.php?id=1100000002495736583&open=ecm<br>http://factordb.com/index.php?id=1100000003446800389&open=ecm<br>http://factordb.com/index.php?id=1055192051985121&open=ecm<br>http://factordb.com/index.php?id=22876792455373&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002376318423&base=9<br>http://factordb.com/index.php?showid=1100000002495467486&base=9<br>http://factordb.com/index.php?showid=1100000002359003642&base=9<br>http://factordb.com/index.php?showid=1100000001554010824&base=9<br>http://factordb.com/index.php?showid=1100000002512830927&base=9<br>http://factordb.com/index.php?showid=1100000000032261811&base=9<br>http://factordb.com/index.php?showid=1100000002495736583&base=9<br>http://factordb.com/index.php?showid=1100000003446800389&base=9<br>http://factordb.com/index.php?showid=1055192051985121&base=9<br>http://factordb.com/index.php?showid=22876792455373&base=9<nowiki/>||0||–|| |- ||10||77||50₂₈27<br>5₁₁1<br>805₅1<br>66600049<br>66000049<br>60₅49<br>220₅1<br>5200007<br>946669<br>666649||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||5×10³⁰+27<br>(5×10¹²−41)/9<br>(725×10⁶−41)/9<br>66600049<br>66000049<br>6×10⁷+49<br>22×10⁶+1<br>5200007<br>946669<br>666649||http://factordb.com/index.php?id=1100000000204142046&open=ecm<br>http://factordb.com/index.php?id=555555555551&open=ecm<br>http://factordb.com/index.php?id=80555551&open=ecm<br>http://factordb.com/index.php?id=66600049&open=ecm<br>http://factordb.com/index.php?id=66000049&open=ecm<br>http://factordb.com/index.php?id=60000049&open=ecm<br>http://factordb.com/index.php?id=22000001&open=ecm<br>http://factordb.com/index.php?id=5200007&open=ecm<br>http://factordb.com/index.php?id=946669&open=ecm<br>http://factordb.com/index.php?id=666649&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000204142046&base=10<br>http://factordb.com/index.php?showid=555555555551&base=10<br>http://factordb.com/index.php?showid=80555551&base=10<br>http://factordb.com/index.php?showid=66600049&base=10<br>http://factordb.com/index.php?showid=66000049&base=10<br>http://factordb.com/index.php?showid=60000049&base=10<br>http://factordb.com/index.php?showid=22000001&base=10<br>http://factordb.com/index.php?showid=5200007&base=10<br>http://factordb.com/index.php?showid=946669&base=10<br>http://factordb.com/index.php?showid=666649&base=10<nowiki/>||0||–|| |- ||11||1068||57₆₂₆₆₈<br>557₁₀₁₁<br>7₇₅₉44<br>A₇₁₃58<br>85₂₂₀05<br>507₂₀₆<br>5₁₆₁2A<br>50₁₂₆57<br>10₁₂₅51<br>326₁₂₂||62669<br>1013<br>761<br>715<br>223<br>208<br>163<br>129<br>128<br>124||65263<br>1055<br>793<br>745<br>233<br>217<br>170<br>134<br>133<br>129||(57×11⁶²⁶⁶⁸−7)/10<br>(607×11¹⁰¹¹−7)/10<br>(7×11⁷⁶¹−367)/10<br>11⁷¹⁵−58<br>(17×11²²²−111)/2<br>(557×11²⁰⁶−7)/10<br>(11¹⁶³−57)/2<br>5×11¹²⁸+62<br>11¹²⁷+56<br>(178×11¹²²−3)/5||http://factordb.com/index.php?id=1100000003573679860&open=prime<br>http://factordb.com/index.php?id=1100000002361376522&open=prime<br>http://factordb.com/index.php?id=1100000002505568840&open=prime<br>http://factordb.com/index.php?id=1100000003576826487&open=prime<br>http://factordb.com/index.php?id=1100000003576826769&open=ecm<br>http://factordb.com/index.php?id=1100000002518512744&open=ecm<br>http://factordb.com/index.php?id=1100000002391585327&open=ecm<br>http://factordb.com/index.php?id=1100000002632393378&open=ecm<br>http://factordb.com/index.php?id=1100000002391531300&open=ecm<br>http://factordb.com/index.php?id=1100000003576826781&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003573679860&base=11<br>http://factordb.com/index.php?showid=1100000002361376522&base=11<br>http://factordb.com/index.php?showid=1100000002505568840&base=11<br>http://factordb.com/index.php?showid=1100000003576826487&base=11<br>http://factordb.com/index.php?showid=1100000003576826769&base=11<br>http://factordb.com/index.php?showid=1100000002518512744&base=11<br>http://factordb.com/index.php?showid=1100000002391585327&base=11<br>http://factordb.com/index.php?showid=1100000002632393378&base=11<br>http://factordb.com/index.php?showid=1100000002391531300&base=11<br>http://factordb.com/index.php?showid=1100000003576826781&base=11<nowiki/>||0||–|| |- ||12||106||40₃₉77<br>B0₂₇9B<br>B₆99B<br>AA0₅1<br>B00099B<br>AAA0001<br>BBBAA1<br>A00065<br>44AAA1<br>BBBB1||42<br>30<br>9<br>8<br>7<br>7<br>6<br>6<br>6<br>5||45<br>33<br>10<br>9<br>8<br>8<br>7<br>7<br>7<br>6||4×12⁴¹+91<br>11×12²⁹+119<br>12⁹−313<br>130×12⁶+1<br>32847239<br>32555521<br>2985817<br>2488397<br>1097113<br>248821||http://factordb.com/index.php?id=1100000002375054575&open=ecm<br>http://factordb.com/index.php?id=1100000002354113100&open=ecm<br>http://factordb.com/index.php?id=5159780039&open=ecm<br>http://factordb.com/index.php?id=388177921&open=ecm<br>http://factordb.com/index.php?id=32847239&open=ecm<br>http://factordb.com/index.php?id=32555521&open=ecm<br>http://factordb.com/index.php?id=2985817&open=ecm<br>http://factordb.com/index.php?id=2488397&open=ecm<br>http://factordb.com/index.php?id=1097113&open=ecm<br>http://factordb.com/index.php?id=248821&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002375054575&base=12<br>http://factordb.com/index.php?showid=1100000002354113100&base=12<br>http://factordb.com/index.php?showid=5159780039&base=12<br>http://factordb.com/index.php?showid=388177921&base=12<br>http://factordb.com/index.php?showid=32847239&base=12<br>http://factordb.com/index.php?showid=32555521&base=12<br>http://factordb.com/index.php?showid=2985817&base=12<br>http://factordb.com/index.php?showid=2488397&base=12<br>http://factordb.com/index.php?showid=1097113&base=12<br>http://factordb.com/index.php?showid=248821&base=12<nowiki/>||0||–|| |- ||13||3197||A3₅₉₂₁₉₇A<br>95₁₉₇₄₂₀<br>80₃₂₀₁₇111<br>C5₂₃₇₅₅C<br>C₁₀₆₃₁92<br>B0₆₅₄₀BBA<br>390₆₂₆₆1<br>1770₂₇₀₃17<br>720₂₂₉₇2<br>930₁₅₅₁1||592199<br>197421<br>32021<br>23757<br>10633<br>6544<br>6269<br>2708<br>2300<br>1554||659677<br>219916<br>35670<br>26464<br>11845<br>7290<br>6983<br>3016<br>2562<br>1731||(41×13⁵⁹²¹⁹⁸+27)/4<br>(113×13¹⁹⁷⁴²⁰−5)/12<br>8×13³²⁰²⁰+183<br>(149×13²³⁷⁵⁶+79)/12<br>13¹⁰⁶³³−50<br>11×13⁶⁵⁴³+2012<br>48×13⁶²⁶⁷+1<br>267×13²⁷⁰⁵+20<br>93×13²²⁹⁸+2<br>120×13¹⁵⁵²+1||http://factordb.com/index.php?id=1100000005489162806&open=prime<br>http://factordb.com/index.php?id=1100000003943359311&open=prime<br>http://factordb.com/index.php?id=1100000000490878060&open=prime<br>http://factordb.com/index.php?id=1100000003590647776&open=prime<br>http://factordb.com/index.php?id=1100000003590493750&open=prime<br>http://factordb.com/index.php?id=1100000002616382906&open=prime<br>http://factordb.com/index.php?id=1100000000765961441&open=prime<br>http://factordb.com/index.php?id=1100000003590430825&open=prime<br>http://factordb.com/index.php?id=1100000002632396910&open=prime<br>http://factordb.com/index.php?id=1100000000765961452&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005489162806&base=13<br>http://factordb.com/index.php?showid=1100000003943359311&base=13<br>http://factordb.com/index.php?showid=1100000000490878060&base=13<br>http://factordb.com/index.php?showid=1100000003590647776&base=13<br>http://factordb.com/index.php?showid=1100000003590493750&base=13<br>http://factordb.com/index.php?showid=1100000002616382906&base=13<br>http://factordb.com/index.php?showid=1100000000765961441&base=13<br>http://factordb.com/index.php?showid=1100000003590430825&base=13<br>http://factordb.com/index.php?showid=1100000002632396910&base=13<br>http://factordb.com/index.php?showid=1100000000765961452&base=13<nowiki/>||0||–|| |- ||14||650||4D₁₉₆₉₈<br>34D₇₀₈<br>8D₁₄₁85<br>8₈₆B<br>40₈₃49<br>8C₇₉3<br>18₇₉B<br>6B₇₇2B<br>4₆₃09<br>A₅₉3||19699<br>710<br>144<br>87<br>86<br>81<br>81<br>80<br>65<br>60||22578<br>814<br>165<br>100<br>99<br>93<br>92<br>92<br>74<br>69||5×14¹⁹⁶⁹⁸−1<br>47×14⁷⁰⁸−1<br>9×14¹⁴³−79<br>(8×14⁸⁷+31)/13<br>4×14⁸⁵+65<br>(116×14⁸⁰−129)/13<br>(21×14⁸⁰+31)/13<br>(89×14⁷⁹−1649)/13<br>(4×14⁶⁵−667)/13<br>(10×14⁶⁰−101)/13||http://factordb.com/index.php?id=1100000000884560233&open=prime<br>http://factordb.com/index.php?id=1100000001540144903&open=prime<br>http://factordb.com/index.php?id=1100000003575856650&open=ecm<br>http://factordb.com/index.php?id=1100000002321014379&open=ecm<br>http://factordb.com/index.php?id=1100000000823937973&open=ecm<br>http://factordb.com/index.php?id=1100000002631073246&open=ecm<br>http://factordb.com/index.php?id=1100000002384401372&open=ecm<br>http://factordb.com/index.php?id=1100000002631077787&open=ecm<br>http://factordb.com/index.php?id=1100000000840126683&open=ecm<br>http://factordb.com/index.php?id=1100000002321038522&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000884560233&base=14<br>http://factordb.com/index.php?showid=1100000001540144903&base=14<br>http://factordb.com/index.php?showid=1100000003575856650&base=14<br>http://factordb.com/index.php?showid=1100000002321014379&base=14<br>http://factordb.com/index.php?showid=1100000000823937973&base=14<br>http://factordb.com/index.php?showid=1100000002631073246&base=14<br>http://factordb.com/index.php?showid=1100000002384401372&base=14<br>http://factordb.com/index.php?showid=1100000002631077787&base=14<br>http://factordb.com/index.php?showid=1100000000840126683&base=14<br>http://factordb.com/index.php?showid=1100000002321038522&base=14<nowiki/>||0||–|| |- ||15||1284||7₁₅₅97<br>E₁₄₅397<br>96₁₀₄08<br>7₇₃CE<br>7₅₉CCE<br>50₃₃17<br>EB₃₁<br>6330₂₆1<br>7050₂₄B<br>B70₂₄1||157<br>148<br>107<br>75<br>62<br>36<br>32<br>30<br>28<br>27||185<br>175<br>126<br>88<br>73<br>42<br>38<br>35<br>33<br>32||(15¹⁵⁷+59)/2<br>15¹⁴⁸−2558<br>(66×15¹⁰⁶−619)/7<br>(15⁷⁵+163)/2<br>(15⁶²+2413)/2<br>5×15³⁵+22<br>(207×15³¹−11)/14<br>1398×15²⁷+1<br>1580×15²⁵+11<br>172×15²⁵+1||http://factordb.com/index.php?id=1100000002454891840&open=ecm<br>http://factordb.com/index.php?id=1100000002454900849&open=ecm<br>http://factordb.com/index.php?id=1100000000823937997&open=ecm<br>http://factordb.com/index.php?id=1100000003588407143&open=ecm<br>http://factordb.com/index.php?id=1100000003588407386&open=ecm<br>http://factordb.com/index.php?id=1100000002632398579&open=ecm<br>http://factordb.com/index.php?id=1100000002321033312&open=ecm<br>http://factordb.com/index.php?id=1100000002391199877&open=ecm<br>http://factordb.com/index.php?id=1100000003588407806&open=ecm<br>http://factordb.com/index.php?id=1100000000851967288&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002454891840&base=15<br>http://factordb.com/index.php?showid=1100000002454900849&base=15<br>http://factordb.com/index.php?showid=1100000000823937997&base=15<br>http://factordb.com/index.php?showid=1100000003588407143&base=15<br>http://factordb.com/index.php?showid=1100000003588407386&base=15<br>http://factordb.com/index.php?showid=1100000002632398579&base=15<br>http://factordb.com/index.php?showid=1100000002321033312&base=15<br>http://factordb.com/index.php?showid=1100000002391199877&base=15<br>http://factordb.com/index.php?showid=1100000003588407806&base=15<br>http://factordb.com/index.php?showid=1100000000851967288&base=15<nowiki/>||0||–|| |- ||16||2347||3₁₁₆₁₃₇AF<br>4₇₂₇₈₅DD<br>DB₃₂₂₃₄<br>D0B₁₇₈₀₄<br>5BC₃₇₀₀D<br>90₃₅₄₂91<br>300F₁₉₆₀AF<br>20₁₇₁₃321<br>F8₁₅₁₇F<br>FAF₁₀₆₂45||116139<br>72787<br>32235<br>17806<br>3703<br>3545<br>1965<br>1717<br>1519<br>1066||139845<br>87644<br>38815<br>21441<br>4459<br>4269<br>2366<br>2067<br>1830<br>1284||(16¹¹⁶¹³⁹+619)/5<br>(4×16⁷²⁷⁸⁷+2291)/15<br>(206×16³²²³⁴−11)/15<br>(3131×16¹⁷⁸⁰⁴−11)/15<br>(459×16³⁷⁰¹+1)/5<br>9×16³⁵⁴⁴+145<br>769×16¹⁹⁶²−81<br>2×16¹⁷¹⁶+801<br>(233×16¹⁵¹⁸+97)/15<br>251×16¹⁰⁶⁴−187||http://factordb.com/index.php?id=1100000003851731988&open=prime<br>http://factordb.com/index.php?id=1100000003615909841&open=prime<br>http://factordb.com/index.php?id=1100000002383583629&open=prime<br>http://factordb.com/index.php?id=1100000003589278511&open=prime<br>http://factordb.com/index.php?id=1100000000993764322&open=prime<br>http://factordb.com/index.php?id=1100000000633424191&open=prime<br>http://factordb.com/index.php?id=1100000003588368750&open=prime<br>http://factordb.com/index.php?id=1100000003588386735&open=prime<br>http://factordb.com/index.php?id=1100000000633744824&open=prime<br>http://factordb.com/index.php?id=1100000003588387610&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003851731988&base=16<br>http://factordb.com/index.php?showid=1100000003615909841&base=16<br>http://factordb.com/index.php?showid=1100000002383583629&base=16<br>http://factordb.com/index.php?showid=1100000003589278511&base=16<br>http://factordb.com/index.php?showid=1100000000993764322&base=16<br>http://factordb.com/index.php?showid=1100000000633424191&base=16<br>http://factordb.com/index.php?showid=1100000003588368750&base=16<br>http://factordb.com/index.php?showid=1100000003588386735&base=16<br>http://factordb.com/index.php?showid=1100000000633744824&base=16<br>http://factordb.com/index.php?showid=1100000003588387610&base=16<nowiki/>||0||–|| |- ||17||10415~10427||95F₁₉₈₈₅₅<br>B0₁₈₉₀₈₃DB<br>F70₁₈₆₇₆₇1<br>970₁₆₆₀₄₇1<br>510₁₂₄₀₇₄D<br>49₁₁₁₃₃₃<br>B₆₇₁₀₃2E<br>570₅₁₃₁₀1<br>E9B₄₄₇₃₂<br>D0GD₃₇₀₉₆||198857<br>189086<br>186770<br>166050<br>124077<br>111334<br>67105<br>51313<br>44734<br>37099||244684<br>232661<br>229811<br>204316<br>152670<br>136991<br>82570<br>63138<br>55043<br>45649||(2543×17¹⁹⁸⁸⁵⁵−15)/16<br>11×17¹⁸⁹⁰⁸⁵+232<br>262×17¹⁸⁶⁷⁶⁸+1<br>160×17¹⁶⁶⁰⁴⁸+1<br>86×17¹²⁴⁰⁷⁵+13<br>(73×17¹¹¹³³³−9)/16<br>(11×17⁶⁷¹⁰⁵−2411)/16<br>92×17⁵¹³¹¹+1<br>(3963×17⁴⁴⁷³²−11)/16<br>(60381×17³⁷⁰⁹⁶−13)/16||http://factordb.com/index.php?id=1100000008610514108&open=prime<br>http://factordb.com/index.php?id=1100000008610515753&open=prime<br>http://factordb.com/index.php?id=1100000000765961429&open=prime<br>http://factordb.com/index.php?id=1100000000765961411&open=prime<br>http://factordb.com/index.php?id=1100000008610516879&open=prime<br>http://factordb.com/index.php?id=1100000000808118219&open=prime<br>http://factordb.com/index.php?id=1100000003993647842&open=prime<br>http://factordb.com/index.php?id=1100000000765961389&open=prime<br>http://factordb.com/index.php?id=1100000003883765450&open=prime<br>http://factordb.com/index.php?id=1100000003848346668&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008610514108&base=17<br>http://factordb.com/index.php?showid=1100000008610515753&base=17<br>http://factordb.com/index.php?showid=1100000000765961429&base=17<br>http://factordb.com/index.php?showid=1100000000765961411&base=17<br>http://factordb.com/index.php?showid=1100000008610516879&base=17<br>http://factordb.com/index.php?showid=1100000000808118219&base=17<br>http://factordb.com/index.php?showid=1100000003993647842&base=17<br>http://factordb.com/index.php?showid=1100000000765961389&base=17<br>http://factordb.com/index.php?showid=1100000003883765450&base=17<br>http://factordb.com/index.php?showid=1100000003848346668&base=17<nowiki/>||12||200000|| |- ||18||549||C0₆₂₆₈C5<br>H₇₆₆FH<br>80₂₉₈B<br>C0₁₁₆F5<br>HD₉₃<br>GG0₃₀1<br>CF₃₀5<br>B₁₉6B<br>CCF₁₄5<br>7₁₄G7||6271<br>768<br>300<br>119<br>94<br>33<br>32<br>21<br>17<br>16||7872<br>965<br>377<br>150<br>118<br>42<br>41<br>27<br>22<br>20||12×18⁶²⁷⁰+221<br>18⁷⁶⁸−37<br>8×18²⁹⁹+11<br>12×18¹¹⁸+275<br>(302×18⁹³−13)/17<br>304×18³¹+1<br>(219×18³¹−185)/17<br>(11×18²¹−1541)/17<br>(3891×18¹⁵−185)/17<br>(7×18¹⁶+2747)/17||http://factordb.com/index.php?id=1100000003590442437&open=prime<br>http://factordb.com/index.php?id=1100000003590430490&open=prime<br>http://factordb.com/index.php?id=1100000002355574745&open=prime<br>http://factordb.com/index.php?id=1100000002632837015&open=ecm<br>http://factordb.com/index.php?id=1100000002321052894&open=ecm<br>http://factordb.com/index.php?id=1100000000819230161&open=ecm<br>http://factordb.com/index.php?id=1100000002631240657&open=ecm<br>http://factordb.com/index.php?id=1100000003590430474&open=ecm<br>http://factordb.com/index.php?id=1100000003590430470&open=ecm<br>http://factordb.com/index.php?id=1100000003590430465&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003590442437&base=18<br>http://factordb.com/index.php?showid=1100000003590430490&base=18<br>http://factordb.com/index.php?showid=1100000002355574745&base=18<br>http://factordb.com/index.php?showid=1100000002632837015&base=18<br>http://factordb.com/index.php?showid=1100000002321052894&base=18<br>http://factordb.com/index.php?showid=1100000000819230161&base=18<br>http://factordb.com/index.php?showid=1100000002631240657&base=18<br>http://factordb.com/index.php?showid=1100000003590430474&base=18<br>http://factordb.com/index.php?showid=1100000003590430470&base=18<br>http://factordb.com/index.php?showid=1100000003590430465&base=18<nowiki/>||0||–|| |- ||19||31417~31434||1E70₁₂₂₈₉₆1<br>40₁₂₁₈₄₆HB5<br>35₁₂₀₅₆₂<br>FH0H₁₁₂₆₅₉<br>FG6₁₁₀₉₈₄<br>H₈₆₂₉₁6<br>D90₇₃₀₄₆9<br>4F0₄₉₈₄₇6<br>2₄₈₂₂₄7<br>2₄₅₈₈₆7A||122900<br>121850<br>120563<br>112662<br>110986<br>86292<br>73049<br>49850<br>48225<br>45888||157158<br>155816<br>154170<br>144067<br>110347<br>141924<br>93412<br>63746<br>61667<br>58679||634×19¹²²⁸⁹⁷+1<br>4×19¹²¹⁸⁴⁹+6351<br>(59×19¹²⁰⁵⁶²−5)/18<br>(103301×19¹¹²⁶⁵⁹−17)/18<br>(904×19¹¹⁰⁹⁸⁴−1)/3<br>(17×19⁸⁶²⁹²−215)/18<br>256×19⁷³⁰⁴⁷+9<br>91×19⁴⁹⁸⁴⁸+6<br>(19⁴⁸²²⁵+44)/9<br>(19⁴⁵⁸⁸⁸+926)/9||http://factordb.com/index.php?id=1100000001582289581&open=prime<br>http://factordb.com/index.php?id=1100000008755307222&open=prime<br>http://factordb.com/index.php?id=1100000005513825027&open=prime<br>http://factordb.com/index.php?id=1100000008755311453&open=prime<br>http://factordb.com/index.php?id=1100000000808118212&open=prime<br>http://factordb.com/index.php?id=1100000004163040839&open=prime<br>http://factordb.com/index.php?id=1100000003998413751&open=prime<br>http://factordb.com/index.php?id=1100000000808118332&open=prime<br>http://factordb.com/index.php?id=1100000003949188041&open=prime<br>http://factordb.com/index.php?id=1100000003949189035&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000001582289581&base=19<br>http://factordb.com/index.php?showid=1100000008755307222&base=19<br>http://factordb.com/index.php?showid=1100000005513825027&base=19<br>http://factordb.com/index.php?showid=1100000008755311453&base=19<br>http://factordb.com/index.php?showid=1100000000808118212&base=19<br>http://factordb.com/index.php?showid=1100000004163040839&base=19<br>http://factordb.com/index.php?showid=1100000003998413751&base=19<br>http://factordb.com/index.php?showid=1100000000808118332&base=19<br>http://factordb.com/index.php?showid=1100000003949188041&base=19<br>http://factordb.com/index.php?showid=1100000003949189035&base=19<nowiki/>||17||200000|| |- ||20||3314||G0₆₂₆₉D<br>CD₂₄₄₉<br>50₁₁₆₃AJ<br>J₆₅₅05J<br>JCJ₆₂₉<br>E₅₆₆C7<br>3A₅₂₇3<br>G₄₄₇99<br>EC0₄₂₉7<br>40₃₈₇404B||6271<br>2450<br>1166<br>658<br>631<br>568<br>529<br>449<br>432<br>392||8159<br>3188<br>1517<br>857<br>821<br>739<br>688<br>585<br>562<br>510||16×20⁶²⁷⁰+13<br>(241×20²⁴⁴⁹−13)/19<br>5×20¹¹⁶⁵+219<br>20⁶⁵⁸−7881<br>393×20⁶²⁹−1<br>(14×20⁵⁶⁸−907)/19<br>(67×20⁵²⁸−143)/19<br>(16×20⁴⁴⁹−2809)/19<br>292×20⁴³⁰+7<br>4×20³⁹¹+32091||http://factordb.com/index.php?id=1100000003590539457&open=prime<br>http://factordb.com/index.php?id=1100000002325393915&open=prime<br>http://factordb.com/index.php?id=1100000003590502412&open=prime<br>http://factordb.com/index.php?id=1100000003590502490&open=prime<br>http://factordb.com/index.php?id=1100000001559454258&open=prime<br>http://factordb.com/index.php?id=1100000003590502516&open=prime<br>http://factordb.com/index.php?id=1100000003590502531&open=prime<br>http://factordb.com/index.php?id=1100000000840126753&open=prime<br>http://factordb.com/index.php?id=1100000002633348702&open=prime<br>http://factordb.com/index.php?id=1100000003590502563&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003590539457&base=20<br>http://factordb.com/index.php?showid=1100000002325393915&base=20<br>http://factordb.com/index.php?showid=1100000003590502412&base=20<br>http://factordb.com/index.php?showid=1100000003590502490&base=20<br>http://factordb.com/index.php?showid=1100000001559454258&base=20<br>http://factordb.com/index.php?showid=1100000003590502516&base=20<br>http://factordb.com/index.php?showid=1100000003590502531&base=20<br>http://factordb.com/index.php?showid=1100000000840126753&base=20<br>http://factordb.com/index.php?showid=1100000002633348702&base=20<br>http://factordb.com/index.php?showid=1100000003590502563&base=20<nowiki/>||0||–|| |- ||21||13386~13394||27₁₈₄₄₉₉9D<br>F9₁₇₈₇₇₁D<br>2FC₁₁₂₀₂₂A<br>7₁₀₈₄₅₀ID<br>40₄₇₃₃₃9G<br>B90₄₅₀₁₉E5<br>HD₃₇₄₁₄<br>BD₃₅₀₂₇B<br>990₃₃₂₃₉99H<br>5₃₀₆₀₆FEK||184502<br>178773<br>112025<br>108452<br>47336<br>45023<br>37415<br>35029<br>33244<br>30609||243952<br>236377<br>148121<br>143397<br>62588<br>59531<br>49471<br>46316<br>43956<br>40472||(47×21¹⁸⁴⁵⁰¹+953)/20<br>(309×21¹⁷⁸⁷⁷²+71)/20<br>(288×21¹¹²⁰²³−13)/5<br>(7×21¹⁰⁸⁴⁵²+4733)/20<br>4×21⁴⁷³³⁵+205<br>240×21⁴⁵⁰²¹+299<br>(353×21³⁷⁴¹⁴−13)/20<br>(233×21³⁵⁰²⁸−53)/20<br>198×21³³²⁴²+4175<br>(21³⁰⁶⁰⁹+18455)/4||http://factordb.com/index.php?id=1100000008700600990&open=prime<br>http://factordb.com/index.php?id=1100000008700596669&open=prime<br>http://factordb.com/index.php?id=1100000008700593358&open=prime<br>http://factordb.com/index.php?id=1100000008700586183&open=prime<br>http://factordb.com/index.php?id=1100000000808118331&open=prime<br>http://factordb.com/index.php?id=1100000003996110311&open=prime<br>http://factordb.com/index.php?id=1100000003996110479&open=prime<br>http://factordb.com/index.php?id=1100000003996110718&open=prime<br>http://factordb.com/index.php?id=1100000003996110944&open=prime<br>http://factordb.com/index.php?id=1100000003996111130&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008700600990&base=21<br>http://factordb.com/index.php?showid=1100000008700596669&base=21<br>http://factordb.com/index.php?showid=1100000008700593358&base=21<br>http://factordb.com/index.php?showid=1100000008700586183&base=21<br>http://factordb.com/index.php?showid=1100000000808118331&base=21<br>http://factordb.com/index.php?showid=1100000003996110311&base=21<br>http://factordb.com/index.php?showid=1100000003996110479&base=21<br>http://factordb.com/index.php?showid=1100000003996110718&base=21<br>http://factordb.com/index.php?showid=1100000003996110944&base=21<br>http://factordb.com/index.php?showid=1100000003996111130&base=21<nowiki/>||8||200000|| |- ||22||8003||BK₂₂₀₀₁5<br>7₃₈₁₅2L<br>L₂₃₈₅KE7<br>7₉₅₉K7<br>J0₇₆₇IGGJ<br>K0₇₆₀EC1<br>I₆₂₆AF<br>E60₄₉₆L<br>L₄₈₃G3<br>L0₄₅₄B63||22003<br>3817<br>2388<br>961<br>772<br>764<br>628<br>499<br>485<br>458||29538<br>5124<br>3206<br>1290<br>1037<br>1026<br>843<br>670<br>652<br>615||(251×22²²⁰⁰²−335)/21<br>(22³⁸¹⁷−289)/3<br>22²³⁸⁸−653<br>(22⁹⁶¹+857)/3<br>19×22⁷⁷¹+199779<br>20×22⁷⁶³+7041<br>(6×22⁶²⁸−1259)/7<br>314×22⁴⁹⁷+21<br>22⁴⁸⁵−129<br>21×22⁴⁵⁷+5459||http://factordb.com/index.php?id=1100000003594696838&open=prime<br>http://factordb.com/index.php?id=1100000003591359839&open=prime<br>http://factordb.com/index.php?id=1100000003591360774&open=prime<br>http://factordb.com/index.php?id=1100000003591361817&open=prime<br>http://factordb.com/index.php?id=1100000003591362567&open=prime<br>http://factordb.com/index.php?id=1100000000632724415&open=prime<br>http://factordb.com/index.php?id=1100000000632724334&open=prime<br>http://factordb.com/index.php?id=1100000000632703239&open=prime<br>http://factordb.com/index.php?id=1100000003591364730&open=prime<br>http://factordb.com/index.php?id=1100000003591365331&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003594696838&base=22<br>http://factordb.com/index.php?showid=1100000003591359839&base=22<br>http://factordb.com/index.php?showid=1100000003591360774&base=22<br>http://factordb.com/index.php?showid=1100000003591361817&base=22<br>http://factordb.com/index.php?showid=1100000003591362567&base=22<br>http://factordb.com/index.php?showid=1100000000632724415&base=22<br>http://factordb.com/index.php?showid=1100000000632724334&base=22<br>http://factordb.com/index.php?showid=1100000000632703239&base=22<br>http://factordb.com/index.php?showid=1100000003591364730&base=22<br>http://factordb.com/index.php?showid=1100000003591365331&base=22<nowiki/>||0||–|| |- ||23||65178~65265||B0₉₃₀₄₆FB<br>L₈₆₄₄₄D<br>AJ₈₁₀₆₅4<br>20₇₃₅₆₀98<br>J₆₈₂₁₇G4<br>D70₆₆₇₇₀B<br>5F₆₂₃₄₀6<br>A7M7₆₁₅₃₂<br>B30₆₁₁₃₆5<br>EJ₅₂₁₆₉||93049<br>86445<br>81067<br>73563<br>68219<br>66773<br>62342<br>61535<br>61139<br>52170||126708<br>117715<br>110391<br>100172<br>92896<br>90927<br>84893<br>83794<br>83255<br>71042||11×23⁹³⁰⁴⁸+356<br>(21×23⁸⁶⁴⁴⁵−197)/22<br>(239×23⁸¹⁰⁶⁶−349)/22<br>2×23⁷³⁵⁶²+215<br>(19×23⁶⁸²¹⁹−1867)/22<br>306×23⁶⁶⁷⁷¹+11<br>(125×23⁶²³⁴¹−213)/22<br>(120413×23⁶¹⁵³²−7)/22<br>256×23⁶¹¹³⁷+5<br>(327×23⁵²¹⁶⁹−19)/22||http://factordb.com/index.php?id=1100000004691540361&open=prime<br>http://factordb.com/index.php?id=1100000004691546739&open=prime<br>http://factordb.com/index.php?id=1100000004691548070&open=prime<br>http://factordb.com/index.php?id=1100000004691548569&open=prime<br>http://factordb.com/index.php?id=1100000004691549462&open=prime<br>http://factordb.com/index.php?id=1100000004691549803&open=prime<br>http://factordb.com/index.php?id=1100000004691551005&open=prime<br>http://factordb.com/index.php?id=1100000004691556967&open=prime<br>http://factordb.com/index.php?id=1100000004691557254&open=prime<br>http://factordb.com/index.php?id=1100000004691557548&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004691540361&base=23<br>http://factordb.com/index.php?showid=1100000004691546739&base=23<br>http://factordb.com/index.php?showid=1100000004691548070&base=23<br>http://factordb.com/index.php?showid=1100000004691548569&base=23<br>http://factordb.com/index.php?showid=1100000004691549462&base=23<br>http://factordb.com/index.php?showid=1100000004691549803&base=23<br>http://factordb.com/index.php?showid=1100000004691551005&base=23<br>http://factordb.com/index.php?showid=1100000004691556967&base=23<br>http://factordb.com/index.php?showid=1100000004691557254&base=23<br>http://factordb.com/index.php?showid=1100000004691557548&base=23<nowiki/>||87||100000|| |- ||24||3409||N00N₈₁₂₉LN<br>88N₅₉₅₁<br>A0₂₉₅₁8ID<br>D₂₆₉₈LD<br>N₂₆₄₄LLN<br>BC0₃₃₁B<br>20₃₁₃7<br>C7₂₉₈<br>D0₂₅₉KKD<br>I0₂₄₁I5||8134<br>5953<br>2955<br>2700<br>2647<br>334<br>315<br>299<br>263<br>244||11227<br>8216<br>4079<br>3727<br>3654<br>461<br>434<br>413<br>363<br>337||13249×24⁸¹³¹−49<br>201×24⁵⁹⁵¹−1<br>10×24²⁹⁵⁴+5053<br>(13×24²⁷⁰⁰+4403)/23<br>24²⁶⁴⁷−1201<br>276×24³³²+11<br>2×24³¹⁴+7<br>(283×24²⁹⁸−7)/23<br>13×24²⁶²+12013<br>18×24²⁴³+437||http://factordb.com/index.php?id=1100000003593391606&open=prime<br>http://factordb.com/index.php?id=1100000003593275880&open=prime<br>http://factordb.com/index.php?id=1100000003593269654&open=prime<br>http://factordb.com/index.php?id=1100000003593269876&open=prime<br>http://factordb.com/index.php?id=1100000003593270089&open=prime<br>http://factordb.com/index.php?id=1100000002633359842&open=prime<br>http://factordb.com/index.php?id=1100000002355610241&open=prime<br>http://factordb.com/index.php?id=1100000002326181235&open=prime<br>http://factordb.com/index.php?id=1100000003593270725&open=prime<br>http://factordb.com/index.php?id=1100000002633360037&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003593391606&base=24<br>http://factordb.com/index.php?showid=1100000003593275880&base=24<br>http://factordb.com/index.php?showid=1100000003593269654&base=24<br>http://factordb.com/index.php?showid=1100000003593269876&base=24<br>http://factordb.com/index.php?showid=1100000003593270089&base=24<br>http://factordb.com/index.php?showid=1100000002633359842&base=24<br>http://factordb.com/index.php?showid=1100000002355610241&base=24<br>http://factordb.com/index.php?showid=1100000002326181235&base=24<br>http://factordb.com/index.php?showid=1100000003593270725&base=24<br>http://factordb.com/index.php?showid=1100000002633360037&base=24<nowiki/>||0||–|| |- ||25||133639~133724||E₉₈₃₉₆FOO<br>1J710₉₆₂₇₂1<br>NB0₈₅₅₉₈5NH<br>D70₈₁₅₈₁JJ7<br>F0₈₀₀₅₄HL<br>J010₇₅₉₄₃E7<br>K₆₇₇₇₁5I<br>LO₆₆₃₇₇KC<br>KJD0₆₃₃₉₉1<br>70₆₀₈₉₂D711||98399<br>96277<br>85603<br>81586<br>80057<br>75948<br>67773<br>66380<br>63403<br>60897||137556<br>134589<br>119668<br>114053<br>111915<br>106171<br>94743<br>92796<br>88634<br>85130||(7×25⁹⁸³⁹⁹+10613)/12<br>27676×25⁹⁶²⁷³+1<br>586×25⁸⁵⁶⁰¹+3717<br>332×25⁸¹⁵⁸⁴+12357<br>15×25⁸⁰⁰⁵⁶+446<br>11876×25⁷⁵⁹⁴⁵+357<br>(5×25⁶⁷⁷⁷³−2267)/6<br>22×25⁶⁶³⁷⁹−113<br>12988×25⁶³⁴⁰⁰+1<br>7×25⁶⁰⁸⁹⁶+207526||http://factordb.com/index.php?id=1100000000808118215&open=prime<br>http://factordb.com/index.php?id=1100000003983674902&open=prime<br>http://factordb.com/index.php?id=1100000004909706420&open=prime<br>http://factordb.com/index.php?id=1100000004909733266&open=prime<br>http://factordb.com/index.php?id=1100000004909750102&open=prime<br>http://factordb.com/index.php?id=1100000004909770736&open=prime<br>http://factordb.com/index.php?id=1100000004586986394&open=prime<br>http://factordb.com/index.php?id=1100000000808118270&open=prime<br>http://factordb.com/index.php?id=1100000004586986664&open=prime<br>http://factordb.com/index.php?id=1100000004586986798&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118215&base=25<br>http://factordb.com/index.php?showid=1100000003983674902&base=25<br>http://factordb.com/index.php?showid=1100000004909706420&base=25<br>http://factordb.com/index.php?showid=1100000004909733266&base=25<br>http://factordb.com/index.php?showid=1100000004909750102&base=25<br>http://factordb.com/index.php?showid=1100000004909770736&base=25<br>http://factordb.com/index.php?showid=1100000004586986394&base=25<br>http://factordb.com/index.php?showid=1100000000808118270&base=25<br>http://factordb.com/index.php?showid=1100000004586986664&base=25<br>http://factordb.com/index.php?showid=1100000004586986798&base=25<nowiki/>||85||100000|| |- ||26||25256~25259||85M₁₉₇₀₆₀B<br>M0₆₁₁₈₆2BB<br>J0₄₄₃₀₃KCB<br>6K₂₃₃₀₀5<br>LD0₂₀₉₇₅7<br>7₂₀₂₇₉OL<br>5₁₉₃₉₁6F<br>9GDK₁₅₉₂₀P<br>M₈₇₇₂P<br>K0₄₃₆₄I5||197063<br>61190<br>44307<br>23302<br>20978<br>20281<br>19393<br>15924<br>8773<br>4367||278839<br>86583<br>62694<br>32972<br>29684<br>28697<br>27440<br>22532<br>12414<br>6180||(5347×26¹⁹⁷⁰⁶¹−297)/25<br>22×26⁶¹¹⁸⁹+1649<br>19×26⁴⁴³⁰⁶+13843<br>(34×26²³³⁰¹−79)/5<br>559×26²⁰⁹⁷⁶+7<br>(7×26²⁰²⁸¹+11393)/25<br>(26¹⁹³⁹³+179)/5<br>(32569×26¹⁵⁹²¹+21)/5<br>(22×26⁸⁷⁷³+53)/25<br>20×26⁴³⁶⁶+473||http://factordb.com/index.php?id=1100000008573990023&open=prime<br>http://factordb.com/index.php?id=1100000003968169875&open=prime<br>http://factordb.com/index.php?id=1100000003968156595&open=prime<br>http://factordb.com/index.php?id=1100000003892628745&open=prime<br>http://factordb.com/index.php?id=1100000003892628658&open=prime<br>http://factordb.com/index.php?id=1100000003892628605&open=prime<br>http://factordb.com/index.php?id=1100000003850151202&open=prime<br>http://factordb.com/index.php?id=1100000003850155316&open=prime<br>http://factordb.com/index.php?id=1100000000758011195&open=prime<br>http://factordb.com/index.php?id=1100000002634136508&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008573990023&base=26<br>http://factordb.com/index.php?showid=1100000003968169875&base=26<br>http://factordb.com/index.php?showid=1100000003968156595&base=26<br>http://factordb.com/index.php?showid=1100000003892628745&base=26<br>http://factordb.com/index.php?showid=1100000003892628658&base=26<br>http://factordb.com/index.php?showid=1100000003892628605&base=26<br>http://factordb.com/index.php?showid=1100000003850151202&base=26<br>http://factordb.com/index.php?showid=1100000003850155316&base=26<br>http://factordb.com/index.php?showid=1100000000758011195&base=26<br>http://factordb.com/index.php?showid=1100000002634136508&base=26<nowiki/>||3||200000|| |- ||27||102852~102896||CA0F₈₈₈₈₃A<br>GNN0₇₈₇₉₅N<br>O44L₆₆₀₁₆7<br>NJ0₆₄₃₆₉H<br>ME₄₉₆₄₀9G<br>PH0₄₇₈₉₀1<br>QF₄₇₁₆₅AF5<br>J0₄₀₇₉₁PD<br>510₃₉₁₆₄I07<br>NGN0₃₆₃₂₉N||88887<br>78799<br>66020<br>64372<br>49643<br>47893<br>47169<br>40794<br>39169<br>36333||127230<br>112790<br>94499<br>92140<br>71058<br>68553<br>67516<br>58391<br>56065<br>52006||(234483×27⁸⁸⁸⁸⁴−145)/26<br>12308×27⁷⁸⁷⁹⁶+23<br>(457829×27⁶⁶⁰¹⁷−385)/26<br>640×27⁶⁴³⁷⁰+17<br>(293×27⁴⁹⁶⁴²−1736)/13<br>692×27⁴⁷⁸⁹¹+1<br>(691×27⁴⁷¹⁶⁸−95045)/26<br>19×27⁴⁰⁷⁹³+688<br>136×27³⁹¹⁶⁷+13129<br>17222×27³⁶³³⁰+23||http://factordb.com/index.php?id=1100000000808118233&open=prime<br>http://factordb.com/index.php?id=1100000004681348398&open=prime<br>http://factordb.com/index.php?id=1100000004374140861&open=prime<br>http://factordb.com/index.php?id=1100000004374138999&open=prime<br>http://factordb.com/index.php?id=1100000000819229859&open=prime<br>http://factordb.com/index.php?id=1100000004102754118&open=prime<br>http://factordb.com/index.php?id=1100000004102755880&open=prime<br>http://factordb.com/index.php?id=1100000004102758254&open=prime<br>http://factordb.com/index.php?id=1100000004102875088&open=prime<br>http://factordb.com/index.php?id=1100000004103372866&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118233&base=27<br>http://factordb.com/index.php?showid=1100000004681348398&base=27<br>http://factordb.com/index.php?showid=1100000004374140861&base=27<br>http://factordb.com/index.php?showid=1100000004374138999&base=27<br>http://factordb.com/index.php?showid=1100000000819229859&base=27<br>http://factordb.com/index.php?showid=1100000004102754118&base=27<br>http://factordb.com/index.php?showid=1100000004102755880&base=27<br>http://factordb.com/index.php?showid=1100000004102758254&base=27<br>http://factordb.com/index.php?showid=1100000004102875088&base=27<br>http://factordb.com/index.php?showid=1100000004103372866&base=27<nowiki/>||44||100000|| |- ||28||25528~25529||O4O₉₄₅₃₅9<br>5OA₃₁₂₃₈F<br>N6₂₄₀₅₁LR<br>D0₅₂₆₇77D<br>QO₄₂₃₉69<br>5₃₇₄₆8P<br>G0₁₈₉₉AN<br>A₁₄₂₃6F<br>5I₁₃₇₀F<br>5₁₃₃₂P8P||94538<br>31241<br>24054<br>5271<br>4242<br>3748<br>1902<br>1425<br>1372<br>1335||136812<br>45210<br>34810<br>7628<br>6139<br>5424<br>2753<br>2062<br>1985<br>1932||(6092×28⁹⁴⁵³⁶−143)/9<br>(4438×28³¹²³⁹+125)/27<br>(209×28²⁴⁰⁵³+3967)/9<br>13×28⁵²⁷⁰+5697<br>(242×28⁴²⁴¹−4679)/9<br>(5×28³⁷⁴⁸+2803)/27<br>16×28¹⁹⁰¹+303<br>(10×28¹⁴²⁵−2899)/27<br>(17×28¹³⁷¹−11)/3<br>(5×28¹³³⁵+426163)/27||http://factordb.com/index.php?id=1100000000808118231&open=prime<br>http://factordb.com/index.php?id=1100000003880455200&open=prime<br>http://factordb.com/index.php?id=1100000003879667576&open=prime<br>http://factordb.com/index.php?id=1100000003850151420&open=prime<br>http://factordb.com/index.php?id=1100000000840839934&open=prime<br>http://factordb.com/index.php?id=1100000003850161974&open=prime<br>http://factordb.com/index.php?id=1100000003850161973&open=prime<br>http://factordb.com/index.php?id=1100000000840839947&open=prime<br>http://factordb.com/index.php?id=1100000003850161972&open=prime<br>http://factordb.com/index.php?id=1100000003850161965&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118231&base=28<br>http://factordb.com/index.php?showid=1100000003880455200&base=28<br>http://factordb.com/index.php?showid=1100000003879667576&base=28<br>http://factordb.com/index.php?showid=1100000003850151420&base=28<br>http://factordb.com/index.php?showid=1100000000840839934&base=28<br>http://factordb.com/index.php?showid=1100000003850161974&base=28<br>http://factordb.com/index.php?showid=1100000003850161973&base=28<br>http://factordb.com/index.php?showid=1100000000840839947&base=28<br>http://factordb.com/index.php?showid=1100000003850161972&base=28<br>http://factordb.com/index.php?showid=1100000003850161965&base=28<nowiki/>||1||900000|| |- ||29||355242~355367||830₉₉₃₇₇4<br>GP5J₉₄₉₃₅<br>P05J₉₀₂₈₉<br>BBD0₈₈₈₈₈PB<br>8B₈₅₃₃₃G<br>L0₈₁₅₇₁5955<br>E0₇₇₃₇₂L7B<br>LPC₇₅₁₅₁9<br>JR0₇₄₆₂₂7<br>B₇₄₅₀₁0RP||99380<br>94938<br>90292<br>88893<br>85335<br>81576<br>77376<br>75154<br>74625<br>74504||145333<br>138837<br>132043<br>129997<br>124794<br>119297<br>113155<br>109905<br>109132<br>108955||235×29⁹⁹³⁷⁸+4<br>(397227×29⁹⁴⁹³⁵−19)/28<br>(588859×29⁹⁰²⁸⁹−19)/28<br>9583×29⁸⁸⁸⁹⁰+736<br>(235×29⁸⁵³³⁴+129)/14<br>21×29⁸¹⁵⁷⁵+129664<br>14×29⁷⁷³⁷⁵+17875<br>(4441×29⁷⁵¹⁵²−24)/7<br>578×29⁷⁴⁶²³+7<br>(11×29⁷⁴⁵⁰⁴−245655)/28||http://factordb.com/index.php?id=1100000008253882372&open=prime<br>http://factordb.com/index.php?id=1100000008253893542&open=prime<br>http://factordb.com/index.php?id=1100000008253899083&open=prime<br>http://factordb.com/index.php?id=1100000008253909183&open=prime<br>http://factordb.com/index.php?id=1100000008253921388&open=prime<br>http://factordb.com/index.php?id=1100000008253925955&open=prime<br>http://factordb.com/index.php?id=1100000008253931446&open=prime<br>http://factordb.com/index.php?id=1100000000808118236&open=prime<br>http://factordb.com/index.php?id=1100000008253934219&open=prime<br>http://factordb.com/index.php?id=1100000008253936120&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008253882372&base=29<br>http://factordb.com/index.php?showid=1100000008253893542&base=29<br>http://factordb.com/index.php?showid=1100000008253899083&base=29<br>http://factordb.com/index.php?showid=1100000008253909183&base=29<br>http://factordb.com/index.php?showid=1100000008253921388&base=29<br>http://factordb.com/index.php?showid=1100000008253925955&base=29<br>http://factordb.com/index.php?showid=1100000008253931446&base=29<br>http://factordb.com/index.php?showid=1100000000808118236&base=29<br>http://factordb.com/index.php?showid=1100000008253934219&base=29<br>http://factordb.com/index.php?showid=1100000008253936120&base=29<nowiki/>||125||100000|| |- ||30||2619||OT₃₄₂₀₅<br>I0₂₄₆₀₈D<br>5₄₈₈₂J<br>C0₁₀₂₂1<br>M0₅₄₇SS7<br>M₂₄₁QB<br>AN₂₀₆<br>50₁₆₄B<br>J₁₅₃QJ<br>J₉₄QQJ||34206<br>24610<br>4883<br>1024<br>551<br>243<br>207<br>166<br>155<br>97||50527<br>36352<br>7213<br>1513<br>814<br>359<br>306<br>245<br>229<br>144||25×30³⁴²⁰⁵−1<br>18×30²⁴⁶⁰⁹+13<br>(5×30⁴⁸⁸³+401)/29<br>12×30¹⁰²³+1<br>22×30⁵⁵⁰+26047<br>(22×30²⁴³+3139)/29<br>(313×30²⁰⁶−23)/29<br>5×30¹⁶⁵+11<br>(19×30¹⁵⁵+6071)/29<br>(19×30⁹⁷+188771)/29||http://factordb.com/index.php?id=1100000000800812865&open=prime<br>http://factordb.com/index.php?id=1100000003593967511&open=prime<br>http://factordb.com/index.php?id=1100000002327649423&open=prime<br>http://factordb.com/index.php?id=1100000000785448736&open=prime<br>http://factordb.com/index.php?id=1100000003593407988&open=prime<br>http://factordb.com/index.php?id=1100000003593408295&open=prime<br>http://factordb.com/index.php?id=1100000002327651073&open=prime<br>http://factordb.com/index.php?id=1100000002356282476&open=ecm<br>http://factordb.com/index.php?id=1100000003593409109&open=ecm<br>http://factordb.com/index.php?id=1100000003593409165&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000800812865&base=30<br>http://factordb.com/index.php?showid=1100000003593967511&base=30<br>http://factordb.com/index.php?showid=1100000002327649423&base=30<br>http://factordb.com/index.php?showid=1100000000785448736&base=30<br>http://factordb.com/index.php?showid=1100000003593407988&base=30<br>http://factordb.com/index.php?showid=1100000003593408295&base=30<br>http://factordb.com/index.php?showid=1100000002327651073&base=30<br>http://factordb.com/index.php?showid=1100000002356282476&base=30<br>http://factordb.com/index.php?showid=1100000003593409109&base=30<br>http://factordb.com/index.php?showid=1100000003593409165&base=30<nowiki/>||0||–|| |- ||31||569323~569400||2IIF₉₁₈₀₅<br>B0₈₈₃₀₉APO9<br>J0T₇₇₅₁₆<br>J090₇₇₁₂₈NNN<br>D₆₉₈₆₁QO<br>9MH0₆₈₆₃₇D<br>J₆₇₁₆₂D<br>N0₆₆₉₇₁32P<br>DDDQ0₆₄₀₈₈TD<br>U₆₃₈₆₁CM3||91808<br>88314<br>77518<br>77134<br>69863<br>68641<br>67163<br>66975<br>64094<br>63864||136918<br>131708<br>115608<br>115035<br>104191<br>102369<br>100165<br>99884<br>95587<br>95245||(4997×31⁹¹⁸⁰⁵−1)/2<br>11×31⁸⁸³¹³+322688<br>(17699×31⁷⁷⁵¹⁶−29)/30<br>18268×31⁷⁷¹³¹+22839<br>(13×31⁶⁹⁸⁶³+12407)/30<br>9348×31⁶⁸⁶³⁸+13<br>(19×31⁶⁷¹⁶³−199)/30<br>23×31⁶⁶⁹⁷⁴+2970<br>400205×31⁶⁴⁰⁹⁰+912<br>31⁶³⁸⁶⁴−17574||http://factordb.com/index.php?id=1100000007050395732&open=prime<br>http://factordb.com/index.php?id=1100000007050397309&open=prime<br>http://factordb.com/index.php?id=1100000007050398940&open=prime<br>http://factordb.com/index.php?id=1100000007050400178&open=prime<br>http://factordb.com/index.php?id=1100000006965878559&open=prime<br>http://factordb.com/index.php?id=1100000006965875678&open=prime<br>http://factordb.com/index.php?id=1100000006965873668&open=prime<br>http://factordb.com/index.php?id=1100000006965870538&open=prime<br>http://factordb.com/index.php?id=1100000006965868103&open=prime<br>http://factordb.com/index.php?id=1100000006965865343&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000007050395732&base=31<br>http://factordb.com/index.php?showid=1100000007050397309&base=31<br>http://factordb.com/index.php?showid=1100000007050398940&base=31<br>http://factordb.com/index.php?showid=1100000007050400178&base=31<br>http://factordb.com/index.php?showid=1100000006965878559&base=31<br>http://factordb.com/index.php?showid=1100000006965875678&base=31<br>http://factordb.com/index.php?showid=1100000006965873668&base=31<br>http://factordb.com/index.php?showid=1100000006965870538&base=31<br>http://factordb.com/index.php?showid=1100000006965868103&base=31<br>http://factordb.com/index.php?showid=1100000006965865343&base=31<nowiki/>||77||100000|| |- ||32||168882~169002||V₉₉₅₈₃63<br>6₈₉₀₇₄AF<br>8₇₇₇₀₀H<br>Q₇₇₄₀₁EQQQ3<br>8₇₇₂₄₉3<br>JM₇₆₀₂₈L<br>E₇₂₉₁₉IL<br>B0₆₇₆₈₀CB<br>GK₆₆₀₇₆F<br>KN₆₅₀₂₂||99585<br>89076<br>77701<br>77406<br>77250<br>76030<br>72921<br>67683<br>66078<br>65023||149891<br>134073<br>116952<br>116508<br>116273<br>114437<br>109757<br>101873<br>99458<br>97870||32⁹⁹⁵⁸⁵−829<br>(6×32⁸⁹⁰⁷⁶+4241)/31<br>(8×32⁷⁷⁷⁰¹+271)/31<br>(26×32⁷⁷⁴⁰⁶−390071011)/31<br>(8×32⁷⁷²⁵⁰−163)/31<br>(611×32⁷⁶⁰²⁹−53)/31<br>(14×32⁷²⁹²¹+4171)/31<br>11×32⁶⁷⁶⁸²+395<br>(516×32⁶⁶⁰⁷⁷−175)/31<br>(643×32⁶⁵⁰²²−23)/31||http://factordb.com/index.php?id=1100000005514892191&open=prime<br>http://factordb.com/index.php?id=1100000005514897129&open=prime<br>http://factordb.com/index.php?id=1100000005514901700&open=prime<br>http://factordb.com/index.php?id=1100000005514915338&open=prime<br>http://factordb.com/index.php?id=1100000005514918574&open=prime<br>http://factordb.com/index.php?id=1100000005514922523&open=prime<br>http://factordb.com/index.php?id=1100000004591654373&open=prime<br>http://factordb.com/index.php?id=1100000004591654467&open=prime<br>http://factordb.com/index.php?id=1100000004591654632&open=prime<br>http://factordb.com/index.php?id=1100000004591654952&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005514892191&base=32<br>http://factordb.com/index.php?showid=1100000005514897129&base=32<br>http://factordb.com/index.php?showid=1100000005514901700&base=32<br>http://factordb.com/index.php?showid=1100000005514915338&base=32<br>http://factordb.com/index.php?showid=1100000005514918574&base=32<br>http://factordb.com/index.php?showid=1100000005514922523&base=32<br>http://factordb.com/index.php?showid=1100000004591654373&base=32<br>http://factordb.com/index.php?showid=1100000004591654467&base=32<br>http://factordb.com/index.php?showid=1100000004591654632&base=32<br>http://factordb.com/index.php?showid=1100000004591654952&base=32<nowiki/>||120||100000|| |- ||33||280012~280093||DP₉₅₀₉₃M5<br>HJ0₉₄₂₉₅J<br>90₉₃₅₉₇Q<br>9F0₉₃₁₅₇N<br>7₈₉₄₄₉333H<br>K3₈₀₇₅₁6K<br>D₈₀₁₀₇9UD<br>VFU₇₂₂₀₄FK<br>J₆₈₇₁₅2BJ<br>DF0₆₈₃₆₇J||95096<br>94298<br>93599<br>93160<br>89453<br>80754<br>80110<br>72208<br>68718<br>68370||144405<br>143193<br>142131<br>141465<br>135835<br>122626<br>121648<br>109649<br>104350<br>103821||(441×33⁹⁵⁰⁹⁵−3833)/32<br>580×33⁹⁴²⁹⁶+19<br>9×33⁹³⁵⁹⁸+26<br>312×33⁹³¹⁵⁸+23<br>(7×33⁸⁹⁴⁵³−4743239)/32<br>(643×33⁸⁰⁷⁵³+3709)/32<br>(13×33⁸⁰¹¹⁰−121453)/32<br>(16623×33⁷²²⁰⁶−8095)/16<br>(19×33⁶⁸⁷¹⁸−600883)/32<br>444×33⁶⁸³⁶⁸+19||http://factordb.com/index.php?id=1100000005652348775&open=prime<br>http://factordb.com/index.php?id=1100000005652362811&open=prime<br>http://factordb.com/index.php?id=1100000005652375073&open=prime<br>http://factordb.com/index.php?id=1100000005652389776&open=prime<br>http://factordb.com/index.php?id=1100000005652430746&open=prime<br>http://factordb.com/index.php?id=1100000005652446200&open=prime<br>http://factordb.com/index.php?id=1100000005652461592&open=prime<br>http://factordb.com/index.php?id=1100000004614764298&open=prime<br>http://factordb.com/index.php?id=1100000004614770536&open=prime<br>http://factordb.com/index.php?id=1100000004614784274&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005652348775&base=33<br>http://factordb.com/index.php?showid=1100000005652362811&base=33<br>http://factordb.com/index.php?showid=1100000005652375073&base=33<br>http://factordb.com/index.php?showid=1100000005652389776&base=33<br>http://factordb.com/index.php?showid=1100000005652430746&base=33<br>http://factordb.com/index.php?showid=1100000005652446200&base=33<br>http://factordb.com/index.php?showid=1100000005652461592&base=33<br>http://factordb.com/index.php?showid=1100000004614764298&base=33<br>http://factordb.com/index.php?showid=1100000004614770536&base=33<br>http://factordb.com/index.php?showid=1100000004614784274&base=33<nowiki/>||81||100000|| |- ||34||184785~184832||GFGC₉₉₉₉₆5<br>90₉₇₉₅₀FJ<br>NM0₈₅₂₁₈KX<br>F₈₃₁₈₉H2HP<br>P₇₉₄₄₁444P<br>6₇₇₀₂₇8X<br>XQIQ₇₂₂₄₁D<br>T₆₆₅₃₀IF<br>4₆₆₁₅₂B<br>2EEC₆₆₀₃₉7||100000<br>97953<br>85222<br>83193<br>79445<br>77029<br>72245<br>66532<br>66153<br>66043||153148<br>150013<br>130516<br>127408<br>121669<br>117968<br>110642<br>101893<br>101312<br>101143||(209246×34⁹⁹⁹⁹⁷−81)/11<br>9×34⁹⁷⁹⁵²+529<br>804×34⁸⁵²²⁰+713<br>(5×34⁸³¹⁹³+700233)/11<br>(25×34⁷⁹⁴⁴⁵−28062367)/33<br>(2×34⁷⁷⁰²⁹+1043)/11<br>(1288676×34⁷²²⁴²−455)/33<br>(29×34⁶⁶⁵³²−12833)/33<br>(4×34⁶⁶¹⁵³+227)/33<br>(30826×34⁶⁶⁰⁴⁰−59)/11||http://factordb.com/index.php?id=1100000004702891268&open=prime<br>http://factordb.com/index.php?id=1100000004702894713&open=prime<br>http://factordb.com/index.php?id=1100000004702900996&open=prime<br>http://factordb.com/index.php?id=1100000004702910376&open=prime<br>http://factordb.com/index.php?id=1100000004702913746&open=prime<br>http://factordb.com/index.php?id=1100000004702918600&open=prime<br>http://factordb.com/index.php?id=1100000004399656529&open=prime<br>http://factordb.com/index.php?id=1100000004399657696&open=prime<br>http://factordb.com/index.php?id=1100000004399658651&open=prime<br>http://factordb.com/index.php?id=1100000004399659716&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004702891268&base=34<br>http://factordb.com/index.php?showid=1100000004702894713&base=34<br>http://factordb.com/index.php?showid=1100000004702900996&base=34<br>http://factordb.com/index.php?showid=1100000004702910376&base=34<br>http://factordb.com/index.php?showid=1100000004702913746&base=34<br>http://factordb.com/index.php?showid=1100000004702918600&base=34<br>http://factordb.com/index.php?showid=1100000004399656529&base=34<br>http://factordb.com/index.php?showid=1100000004399657696&base=34<br>http://factordb.com/index.php?showid=1100000004399658651&base=34<br>http://factordb.com/index.php?showid=1100000004399659716&base=34<nowiki/>||47||100000|| |- ||35||720002~720062||N0N₉₉₉₇₁9<br>V0₈₃₆₆₉E73<br>N₈₁₅₆₃K7N<br>BJ0₈₁₂₇₉N<br>J0₈₀₀₆₂FUH<br>43V₇₉₇₅₄<br>9₇₆₆₀₀K3<br>LB₇₁₃₆₆PB<br>Q₆₄₁₅₀H<br>50₆₃₃₉₇5R||99974<br>83673<br>81566<br>81282<br>80066<br>79756<br>76602<br>71369<br>64151<br>63400||154367<br>129197<br>125944<br>125505<br>123628<br>123148<br>118279<br>110199<br>99054<br>97894||(27393×35⁹⁹⁹⁷²−499)/34<br>31×35⁸³⁶⁷²+17398<br>(23×35⁸¹⁵⁶⁶−144013)/34<br>404×35⁸¹²⁸⁰+23<br>19×35⁸⁰⁰⁶⁵+19442<br>(4893×35⁷⁹⁷⁵⁴−31)/34<br>(9×35⁷⁶⁶⁰²+12877)/34<br>(725×35⁷¹³⁶⁸+16649)/34<br>(13×35⁶⁴¹⁵¹−166)/17<br>5×35⁶³³⁹⁹+202||http://factordb.com/index.php?id=1100000008248342445&open=prime<br>http://factordb.com/index.php?id=1100000008248353306&open=prime<br>http://factordb.com/index.php?id=1100000008248375642&open=prime<br>http://factordb.com/index.php?id=1100000008248397018&open=prime<br>http://factordb.com/index.php?id=1100000008248412468&open=prime<br>http://factordb.com/index.php?id=1100000008248418540&open=prime<br>http://factordb.com/index.php?id=1100000008248423670&open=prime<br>http://factordb.com/index.php?id=1100000008192119974&open=prime<br>http://factordb.com/index.php?id=1100000008192126630&open=prime<br>http://factordb.com/index.php?id=1100000008192129294&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008248342445&base=35<br>http://factordb.com/index.php?showid=1100000008248353306&base=35<br>http://factordb.com/index.php?showid=1100000008248375642&base=35<br>http://factordb.com/index.php?showid=1100000008248397018&base=35<br>http://factordb.com/index.php?showid=1100000008248412468&base=35<br>http://factordb.com/index.php?showid=1100000008248418540&base=35<br>http://factordb.com/index.php?showid=1100000008248423670&base=35<br>http://factordb.com/index.php?showid=1100000008192119974&base=35<br>http://factordb.com/index.php?showid=1100000008192126630&base=35<br>http://factordb.com/index.php?showid=1100000008192129294&base=35<nowiki/>||60||100000|| |- ||36||35286~35290||P₈₁₉₉₃SZ<br>S0₇₅₀₀₇8H<br>7K₂₆₅₆₇Z<br>J₁₀₁₁₇LJ<br>VL0₇₂₅₈J<br>EO0₆₁₇₇V<br>FZ₅₇₇₇3P<br>T09₄₆₁₈1<br>RY₄₅₆₂H<br>OZ₃₉₃₂AZ||81995<br>75010<br>26569<br>10119<br>7261<br>6180<br>5780<br>4621<br>4564<br>3935||127609<br>116739<br>41349<br>15748<br>11301<br>9618<br>8996<br>7192<br>7103<br>6124||(5×36⁸¹⁹⁹⁵+821)/7<br>28×36⁷⁵⁰⁰⁹+305<br>(53×36²⁶⁵⁶⁸+101)/7<br>(19×36¹⁰¹¹⁹+2501)/35<br>1137×36⁷²⁵⁹+19<br>528×36⁶¹⁷⁸+31<br>16×36⁵⁷⁷⁹−1163<br>(36549×36⁴⁶¹⁹−289)/35<br>(979×36⁴⁵⁶³−629)/35<br>25×36³⁹³⁴−901||http://factordb.com/index.php?id=1100000002394962083&open=prime<br>http://factordb.com/index.php?id=1100000004020085177&open=prime<br>http://factordb.com/index.php?id=1100000003896952461&open=prime<br>http://factordb.com/index.php?id=1100000003807362491&open=prime<br>http://factordb.com/index.php?id=1100000003807362489&open=prime<br>http://factordb.com/index.php?id=1100000003807362488&open=prime<br>http://factordb.com/index.php?id=1100000003807362487&open=prime<br>http://factordb.com/index.php?id=1100000003807362486&open=prime<br>http://factordb.com/index.php?id=1100000003807362485&open=prime<br>http://factordb.com/index.php?id=1100000000840634476&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000002394962083&base=36<br>http://factordb.com/index.php?showid=1100000004020085177&base=36<br>http://factordb.com/index.php?showid=1100000003896952461&base=36<br>http://factordb.com/index.php?showid=1100000003807362491&base=36<br>http://factordb.com/index.php?showid=1100000003807362489&base=36<br>http://factordb.com/index.php?showid=1100000003807362488&base=36<br>http://factordb.com/index.php?showid=1100000003807362487&base=36<br>http://factordb.com/index.php?showid=1100000003807362486&base=36<br>http://factordb.com/index.php?showid=1100000003807362485&base=36<br>http://factordb.com/index.php?showid=1100000000840634476&base=36<nowiki/>||4||200000|| |} == The fully proof of Athena problem in decimal (base ''b'' = 10) == '''Bold''' for the Athena primes, ''x'' ◁ ''y'' means ''x'' is a subsequence of ''y''. Assume ''p'' is a prime > 10, and the last digit of ''p'' must lie in {1,3,7,9}. Case 1: ''p'' ends with 1. In this case we can write ''p'' = ''x''1. If ''x'' contains 1, 3, 4, 6, or 7, then (respectively) '''11''' ◁ ''p'', '''31''' ◁ ''p'', '''41''' ◁ ''p'', '''61''' ◁ ''p'', or '''71''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 8, or 9. Case 1.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''1. If 5 ◁ ''y'', then '''251''' ◁ ''p''. If 8 ◁ ''y'', then '''281''' ◁ ''p''. If 9 ◁ ''y'', then 29 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then '''2221''' ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 2{0}1. But then, since the sum of the digits of ''p'' is 3, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 2''z''2''w''1, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''20201''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 22{0}1, and the smallest prime ''p'' ∈ 22{0}1 is '''22000001'''. If ''w'' is empty, then ''p'' ∈ 2{0}21, and the smallest prime ''p'' ∈ 2{0}21 is '''20021'''. Case 1.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''1. If 2 ◁ ''y'', then '''521''' ◁ ''p''. If 9 ◁ ''y'', then 59 ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 5, or 8. If 05 ◁ ''y'', then '''5051''' ◁ ''p''. If 08 ◁ ''y'', then '''5081''' ◁ ''p''. If 50 ◁ ''y'', then '''5501''' ◁ ''p''. If 58 ◁ ''y'', then '''5581''' ◁ ''p''. If 80 ◁ ''y'', then '''5801''' ◁ ''p''. If 85 ◁ ''y'', then '''5851''' ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ {5} ∪ {8}. If ''y'' ∈ {0}, then ''p'' ∈ 5{0}1. But then, since the sum of the digits of ''p'' is 6, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' ∈ {5}, then ''p'' ∈ 5{5}1, and the smallest prime ''p'' ∈ 5{5}1 is '''555555555551'''. If ''y'' ∈ {8}, since if 88 ◁ ''y'', then 881 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'',8}, and thus ''p'' ∈ {51,581}, but 51 and 581 are both composite. Case 1.3: ''p'' begins with 8. In this case we can write p = 8''y''1. If 2 ◁ ''y'', then '''821''' ◁ ''p''. If 8 ◁ ''y'', then '''881''' ◁ ''p''. If 9 ◁ ''y'', then 89 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 5. If 50 ◁ ''y'', then '''8501''' ◁ ''p''. Hence we may assume y ∈ {0}{5}. If 005 ◁ ''y'', then '''80051''' ◁ p. Hence we may assume y ∈ {0} ∪ {5} ∪ 0{5}. If y ∈ {0}, then ''p'' ∈ 8{0}1. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ {5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'', 5, 55, 555, 5555, 55555, 555555, 5555555, 55555555, 555555555, 5555555555}, and thus ''p'' ∈ {81, 851, 8551, 85551, 855551, 8555551, 85555551, 855555551, 8555555551, 85555555551, 855555555551}, but all of these numbers are composite. If y ∈ 0{5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {0, 05, 055, 0555, 05555, 055555, 0555555, 05555555, 055555555, 0555555555, 05555555555}, and thus ''p'' ∈ {801, 8051, 80551, 805551, 8055551, 80555551, 805555551, 8055555551, 80555555551, 805555555551, 8055555555551}, and of these numbers only 80555551 and 8055555551 are primes, but 80555551 ◁ 8055555551, thus only '''80555551''' is a minimal element. Case 1.4: ''p'' begins with 9. In this case we can write p = 9''y''1. If 9 ◁ ''y'', then '''991''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 2, 5, or 8. If 00 ◁ ''y'', then '''9001''' ◁ ''p''. If 22 ◁ ''y'', then '''9221''' ◁ ''p''. If 55 ◁ ''y'', then '''9551''' ◁ ''p''. If 88 ◁ ''y'', then 881 ◁ ''p''. Hence we may assume ''y'' contains at most one 0, at most one 2, at most one 5, and at most one 8. If ''y'' only contains at most one 0 and does not contain any of {2,5,8}, then ''y'' ∈ {''𝜆'',0}, and thus ''p'' ∈ {91,901}, but 91 and 901 are both composite. If ''y'' only contains at most one 0 and only one of {2,5,8}, then the sum of the digits of ''p'' is divisible by 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume ''y'' contains at least two of {2,5,8}. If 25 ◁ ''y'', then 251 ◁ ''p''. If 28 ◁ ''y'', then 281 ◁ ''p''. If 52 ◁ ''y'', then 521 ◁ ''p''. If 82 ◁ ''y'', then 821 ◁ ''p''. Hence we may assume ''y'' contains no 2's (since if ''y'' contains 2, then ''y'' cannot contain either 5's or 8's, which is a contradiction). If 85 ◁ ''y'', then '''9851''' ◁ ''p''. Hence we may assume ''y'' ∈ {58,580,508,058}, and thus ''p'' ∈ {9581,95801,95081,90581}, and of these numbers only 95801 is prime, but 95801 is not a minimal element since 5801 ◁ 95801. Case 2: ''p'' ends with 3. In this case we can write p = ''x''3. If ''x'' contains 1, 2, 4, 5, 7, or 8, then (respectively) '''13''' ◁ ''p'', '''23''' ◁ ''p'', '''43''' ◁ ''p'', '''53''' ◁ ''p'', '''73''' ◁ ''p'', or '''83''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 3: ''p'' ends with 7. In this case we can write ''p'' = ''x''7. If ''x'' contains 1, 3, 4, 6, or 9, then (respectively) '''17''' ◁ ''p'', '''37''' ◁ ''p'', '''47''' ◁ ''p'', '''67''' ◁ ''p'', or '''97''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 7, or 8. Case 3.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''7. If 2 ◁ ''y'', then '''227''' ◁ ''p''. If 5 ◁ ''y'', then '''257''' ◁ ''p''. If 7 ◁ ''y'', then '''277''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 8. If 08 ◁ ''y'', then '''2087''' ◁ ''p''. If 88 ◁ ''y'', then 887 ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ 8{0}. If ''y'' ∈ {0}, then ''p'' ∈ 2{0}7. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ 8{0}, then ''p'' ∈ 28{0}7. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 40_''n''1 = 280_''n''7. Case 3.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''7. If 5 ◁ ''y'', then '''557''' ◁ ''p''. If 7 ◁ ''y'', then '''577''' ◁ ''p''. If 8 ◁ ''y'', then '''587''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then 227 ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 5{0}7. But then, since the sum of the digits of ''p'' is 12, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 5''z''2''w''7, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''50207''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 52{0}7, and the smallest prime ''p'' ∈ 52{0}7 is '''5200007'''. If ''w'' is empty, then ''p'' ∈ 5{0}27, and the smallest prime ''p'' ∈ 5{0}27 is '''5000000000000000000000000000027'''. Case 3.3: ''p'' begins with 7. In this case we can write ''p'' = 7''y''7. If 2 ◁ ''y'', then '''727''' ◁ ''p''. If 5 ◁ ''y'', then '''757''' ◁ ''p''. If 8 ◁ ''y'', then '''787''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 7, and thus all digits of ''p'' are 0 or 7. But then, since the digits of ''p'' all have a common factor 7, ''p'' is divisible by 7, so ''p'' cannot be prime. Case 3.4: ''p'' begins with 8. In this case we can write ''p'' = 8''y''7. If 2 ◁ ''y'', then '''827''' ◁ ''p''. If 5 ◁ ''y'', then '''857''' ◁ ''p''. If 7 ◁ ''y'', then '''877''' ◁ ''p''. If 8 ◁ ''y'', then '''887''' ◁ ''p''. Hence we may assume ''y'' ∈ {0}, and thus ''p'' ∈ 8{0}7. But then, since the sum of the digits of ''p'' is 15, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 4: ''p'' ends with 9. In this case we can write ''p'' = ''x''9. If ''x'' contains 1, 2, 5, 7, or 8, then (respectively) '''19''' ◁ ''p'', '''29''' ◁ ''p'', '''59''' ◁ ''p'', '''79''' ◁ ''p'', or '''89''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 4, 6, or 9. If 44 ◁ ''x'', then '''449''' ◁ ''p''. Hence we may assume ''x'' contains zero or one 4's. If x contains no 4's, then all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume that ''x'' contains exactly one 4. Case 4.1: ''p'' begins with 3. In this case we can write ''p'' = 3''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. We must have '''349''' ◁ ''p''. Case 4.2: ''p'' begins with 4. In this case we can write ''p'' = 4''y''9, where all digits of ''y'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''409''' ◁ ''p''. If 3 ◁ ''y'', then 43 ◁ ''p''. If 9 ◁ ''y'', then '''499''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}, and thus ''p'' ∈ 4{6}9. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 6_''n''7 = 46_''n''9. Case 4.3: ''p'' begins with 6. In this case we can write p = 6''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 6 ◁ ''z'', then '''6469''' ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' is empty. If 3 ◁ ''y'', then 349 ◁ ''p''. If 9 ◁ ''y'', then '''6949''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 6. If 06 ◁ ''y'', then '''60649''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}{0}. If 666 ◁ ''y'', then '''666649''' ◁ ''p''. If 00000 ◁ ''y'', then '''60000049''' ◁ ''p''. Hence we may assume ''y'' ∈ {''𝜆'', 0, 00, 000, 0000, 6, 60, 600, 6000, 60000, 66, 660, 6600, 66000, 660000}, and thus ''p'' ∈ {649, 6049, 60049, 600049, 6000049, 6649, 66049, 660049, 6600049, 66000049, 66649, 666049, 6660049, 66600049, 666000049}, and of these numbers only '''66000049''' and '''66600049''' are primes. Case 4.4: ''p'' begins with 9. In this case we can write p = 9''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''9049''' ◁ ''p''. If 3 ◁ ''y'', then 349 ◁ ''p''. If 6 ◁ ''y'', then '''9649''' ◁ ''p''. If 9 ◁ ''y'', then '''9949''' ◁ ''p''. Hence we may assume ''y'' is empty. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' ∈ {6}, and thus ''p'' ∈ 94{6}9, and the smallest prime ''p'' ∈ 94{6}9 is 946669. [[Category:Number theory]] htqt8admz6v92qd8wihd51wkol36jwg 2829163 2829162 2026-08-28T17:36:29Z Athene241 3100061 /* Solve the problem */ 2829163 wikitext text/x-wiki {{mathematics}} '''Athena problem''' is an [[:w:List of unsolved problems in mathematics|unsolved problem]] in [[:w:Number theory|number theory]] and [[:w:Formal language theory|formal language theory]] and [[:w:Order theory|order theory]], this problem is named after the ancient Greek goddess [[:w:Athena|Athena]] (which is associated with [[:w:Wisdom|wisdom]]). Athena problem is: Give a [[:w:Natural number|natural number]] ''b'' > 1, find the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the set of the "[[:w:Prime number|prime number]] [[:w:Greater than|>]] ''b''" [[:w:Numerical digit|digit]] [[:w:String (computer science)|string]]s in the [[:w:Positional numeral system|positional numeral system]] with [[:w:Radix|base]] ''b'' for the [[:w:Subsequence|subsequence]] [[:w:Partially ordered set|ordering]]. (A string ''x'' is a subsequence of another string ''y'', if ''x'' can be obtained from ''y'' by deleting zero or more of the [[:w:Character (computing)|character]]s in ''y''. For example, 514 is a subsequence of 352148, "string" is a subsequence of "meistersinger". In contrast, 758 is not a subsequence of 378259, "abc" is not a subsequence of "cbacacba", since the characters must be in the same order) (Unlike [[:w:Substring|substring]], subsequence is not required to occupy consecutive positions within the original sequences, e.g. the [[:w:Longest common subsequence|longest common subsequence problem]] is different from the [[:w:Longest common substring|longest common substring problem]]) Using [[:w:Formal language theory|formal language theory]] terminology, Athena problem is finding the [[:w:Set (mathematics)|set]] of the [[:w:Minimal element|minimal element]]s of the [[:w:Formal language|language]] of base-''b'' [[:w:Representation (mathematics)|representation]]s of the [[:w:Prime number|prime number]]s [[:w:Greater than|>]] ''b'' (which is a set of [[:w:String (computer science)|string]]s of [[:w:Symbol|symbol]]s over the [[:w:Alphabet (formal languages)|alphabet]] ''Σ''_''b'' := {0, 1, ..., ''b''−1}), under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), for a given natural number ''b'' > 1 (You can draw this partial ordering as a [[:w:Hasse diagram|Hasse diagram]] to find all [[:w:Minimal element|minimal element]]s), this set is called '''Athena set''', and the prime numbers in this set are called '''Athena primes'''. By [[:w:Higman's lemma|Higman's lemma]], there are no [[:w:Infinite set|infinite]] [[:w:Antichain|antichain]]s for the subsequence ordering (i.e. the subsequence ordering is always a [[:w:Well-quasi-ordering|well quasi order]]) (i.e. under the subsequence ordering (i.e. the [[:w:Binary relation|binary relation]] "is a subsequence of", which is a [[:w:Partially ordered set|partial ordering]]), every set of pairwise incomparable (i.e. not [[:w:Comparability|comparable]]) strings is finite), thus there must be only finitely many such minimal elements. In other words, the Athena set in every base ''b'' must be a [[:w:Finite set|finite set]], and every base ''b'' ≥ 2 has only finitely many Athena primes, e.g. in [[:w:Decimal|decimal]] (base ''b'' = 10), the Athena set has exactly 77 [[:w:Element of a set|element]]s (they are exactly the Athena primes in decimal (base ''b'' = 10)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027}. Determining the set of the minimal elements of a arbitrary set of strings under the subsequence ordering is in general [[:w:List of unsolved problems in mathematics|unsolvable]], and can be difficult even when this set is relatively simple (such as the base ''b'' representations of the prime numbers > ''b''). Although the set ''M''(''S'') of minimal strings is necessarily [[:w:Finite set|finite]], determining it explicitly for a given ''S'' can be a difficult computational problem. We use some [[:w:Number theory|numbertheoretic]] [[:w:Heuristic argument|heuristic]]s to [[:w:Computing|compute]] ''M''(''L''_''b''), where ''L''_''b'' is the [[:w:Formal language|language]] of [[:w:Radix|base]]-''b'' representations of the [[:w:Prime number|prime number]]s which are [[:w:Greater than|>]] ''b'', for 2 ≤ ''b'' ≤ 36. For bases 2 ≤ ''b'' ≤ 36, Athena problem is fully solved in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 18, 20, 24, and also solved in bases ''b'' = 11, 13, 16, 22, 30 if [[:w:Probable prime|probable prime]]s are allowed. For the unsolved bases ''b'' = 17, 19, 21, 23, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, Athena problem is solved (if probable primes are allowed) except 771 [[:w:Indexed family|families]] of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be [[:w:Empty string|empty]]) of digits in base ''b'', ''y'' is a digit in base ''b'') = sequence {''xz'', ''xyz'', ''xyyz'', ''xyyyz'', ''xyyyyz'', ''xyyyyyz'', ...} (i.e. "''xy''⁺''z''" in [[:w:Regular expression|regular expression]]), all of these 771 families contain no primes > ''b'' or probable primes > ''b'' with length ≤ 100000. == Solve the problem == To solve the Athena problem for a given base ''b'', we must [[:w:Computing|compute]] the elements up to families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), and find the smallest prime > ''b'' in all such families. We call families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') "linear" families, and we reduce these families by removing all trailing digits ''y'' from ''x'', and removing all leading digits ''y'' from ''z'', to make the families be easier, e.g. family 12333{3}33345 in base ''b'' is reduced to family 12{3}45 in base ''b'', since they are in fact the same family. Our [[:w:Algorithm|algorithm]] then proceeds as follows: * 1. ''M'' := {minimal primes in base ''b'' of length 2 or 3}, ''L'' := union of all ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'') such that ''x'' ≠ 0 and ''gcd''(''z'', ''b'') = 1 and ''Y'' is the set of digits ''y'' in base ''b'' such that ''xyz'' has no subsequence in ''M''. * 2. While ''L'' contains nonlinear families (families which are not linear families): Explore each family of ''L'', and update ''L''. Examine each family of ''L'' by: * 2.1. Let ''w'' be the shortest string in the family. If ''w'' has a subsequence in ''M'', then remove the family from ''L''. If ''w'' represents a prime, then add ''w'' to ''M'' and remove the family from ''L''. * 2.2. If possible, simplify the family. * 2.3. Using the techniques below (covering congruence, algebraic factorization, or combine of them), check if the family can be proven to only contain composites (only count the numbers > ''b''), and if so then remove the family from ''L''. * 3. Update ''L'', after each split examine the new families as in step 2. e.g. in decimal (base ''b'' = 10): ''M'' := {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991} ''L'' := {2{0,2}1, 2{0,8}7, 3{0,3,6,9}3, 3{0,3,6,9}9, 4{6}9, 5{0,5,8}1, 5{0,2}7, 6{0,3,6,9}3, 6{0,3,4,6,9}9, 7{0,7}7, 8{0,5}1, 8{0}7, 9{0,2,5,8}1, 9{0,3,6,9}3, 9{0,3,4,6,9}9} and since 2221 is prime, it follows that the family 2{0,2}1 splits into the families 2{0}1 and 2{0}2{0}1 and since the family 2{0}1 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed and since 20201 is prime, it follows that the family 2{0}2{0}1 splits into the families 2{0}21 and 22{0}1 221 and 2021 are composites, but 20021 is prime, thus add 20021 to ''L'' none of 221, 2201, 22001, 220001, 2200001 are primes, but 22000001 is prime, thus add 22000001 to ''L'' and since the family 3{0,3,6,9}3 can be proven to contain no primes > base (since all numbers in this family are divisible by 3), it can be removed etc. Since the number of possible (first digit,last digit) (also called (initial digit,final digit)) combos ([[:w:Ordered pair|ordered pair]]s) of a prime > ''b'' in base ''b'' is (''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(''b'') (all digits except 0 can be the first digit of a prime > ''b'' in base ''b'' (thus ''b''−1 possible digits), but only the digits coprime to ''b'' can be the last digit of a prime > ''b'' in base ''b'' (thus ''eulerphi''(''b'') possible digits), and by the [[:w:Rule of product|rule of product]], there are (''b''−1)×''eulerphi''(''b'') choices of the (first digit,last digit) combo, also, both "numbers of Athena primes in base ''b''" and "length of the largest Athena prime in base ''b''" are [[:w:Asymptotic analysis|roughly]] ''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}. Shrinking the family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') * If ''y'' ∈ ''Y'' and the string ''xyyz'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''}''z'' ∪ ''x''{''Y'' \ ''y''}''y''{''Y'' \ ''y''}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and the string ''xy''₁''y''₂''z'' represents a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or has a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}{''Y'' \ ''y''₂}''z''. * If ''y''₁ ∈ ''Y'' and ''y''₂ ∈ ''Y'' and ''y''₁ ≠ ''y''₂ and both the strings ''xy''₁''y''₂''z'' and ''xy''₂''y''₁''z'' represent a prime > ''b'' in base ''b'' (in this case, add this prime to the list) or have a subsequence which represents a prime > ''b'' in base ''b'', then ''x''{''Y''}''z'' can be replaced with ''x''{''Y'' \ ''y''₁}''z'' ∪ ''x''{''Y'' \ ''y''₂}''z''. e.g. in decimal (base ''b'' = 10): * 2221 is a prime > 10, thus the family 2{0,2}1 splits into the two families 2{0}1 and 2{0}2{0}1. * 227 is a prime > 10, and it is a subsequence of 5227, thus the family 5{0,2}7 splits into the two families 5{0}7 and 5{0}2{0}7. * 449 is a prime > 10, and it is a subsequence of 6449, thus the family 6{0,3,4,6,9}9 splits into the two families 6{0,3,6,9}9 and 6{0,3,6,9}4{0,3,6,9}9. * Both 5051 and 5501 are primes > 10, thus the family 5{0,5}1 splits into the two families 5{0}1 and 5{5}1 = {5}1. * 8501 is a prime > 10, thus the family 8{0,5}1 splits into the family 8{0}{5}1. * 887 is a prime > 10, and it is a subsequence of 2887, also 2087 is a prime > 10, thus the family 2{0,8}7 splits into the two families 2{0}7 and 28{0}7. * 349 and 449 are primes > 10, and they are subsequences of 9349 and 9449, respectively, also 9049, 9649, 9949 are primes > 10, thus the family 9{0,3,4,6,9}9 splits into the two families 9{0,3,6,9}9 and 94{0,3,6,9}9. * 251, 281, 521, 821, 881 are primes > 10, and they are subsequences of 9251, 9281, 9521, 9821, 9881, respectively, also 9001, 9221, 9551, 9851 are primes > 10, thus the family 9{0,2,5,8}1 splits into the numbers {91, 901, 921, 951, 981, 9021, 9051, 9081, 9201, 9501, 9581, 9801, 90581, 95081, 95801}. If the methods we have discussed cannot be used to rule out or shrink ''x''{''Y''}''z'' where ''Y'' = {''y''₁, ''y''₂, ..., ''y''_''n''}, then we can replace ''x''{''Y''}''z'' by ''xy''₁{''Y''}''z'' ∪ ''xy''₂{''Y''}''z'' ∪ ... ∪ ''xy''_''n''{''Y''}''z'' and re-run the methods on this new [[:w:Formal language|language]]. If all remain families are linear families (i.e. of the form ''x''{''y''}''z'', where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''), then we search the smallest (probable) primes in these families and add these primes to the list. e.g. in decimal (base ''b'' = 10): * The smallest prime in the family 5{0}27 is 5000000000000000000000000000027. * The smallest prime in the family {5}1 is 555555555551. * The smallest prime in the family 8{5}1 is 8555555555555555555551, but 8555555555555555555551 is not a minimal element since 555555555551 is a subsequence of 8555555555555555555551. There is no guarantee that the techniques discussed will ever terminate, but in practice they often do. They are able to determine the Athena set in base ''b'' for 2 ≤ ''b'' ≤ 16 and ''b'' = 18, 20, 22, 24, 30. The bases ''b'' = 17, 19, 21, 23, 25 ≤ ''b'' ≤ 29, 31 ≤ ''b'' ≤ 36 are solved with the exception of 771 families of the form ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b''). The following is a "[[:w:Semi-algorithm|semi-algorithm]]" that is guaranteed to solve the Athena problem for a given base ''b'', but it is not so easy to implement: # ''M'' = ''[[:w:Empty string|∅]]'' # while (''L'' ≠ ''∅'') do # choose ''x'', a shortest string in ''L'' # ''M'' := ''M'' ∪ {''x''} # ''L'' := ''L'' − ''sup''({''x''}) In practice, for arbitrary ''L'', we cannot feasibly carry out step 5. Instead, we work with ''L''&#39;, some regular overapproximation to ''L'', until we can show ''L''&#39; = ''∅'' (which implies ''L'' = ''∅''). In practice, ''L''&#39; is usually chosen to be a finite [[:w:Union (set theory)|union]] of sets of the form ''L''₁{''L''₂}''L''₃, where each of ''L''₁, ''L''₂, ''L''₃ is finite. In the case we consider in this project, we then have to determine whether such a family contains a prime or not. Thus, the [[:w:Time complexity|time complexity]] of the Athena problem in base ''b'' may be ''[[:w:Big O notation|O]]''(''[[:w:E (mathematical_constant)|e]]''^{''[[:w:Euler's constant|γ]]''×(''b''−1)×''[[:w:Euler's totient function|eulerphi]]''(*b*)}), and the [[:w:CPU time|CPU time]] of the Athena problem in base ''b'' may be longer than [[:w:Age of the universe|the age of the universe]] for bases ''b'' = 19, 23, 25, 27, 29, 31, 32, 33, 34, 35, also, Athena problem in bases ''b'' around 500 may be [[:w:NP-complete|NP-complete]] or [[:w:NP-hard|NP-hard]], or an [[:w:Undecidable problem|undecidable problem]], or an example of [[:w:Gödel's incompleteness theorems|Gödel's incompleteness theorems]] (like the [[:w:Continuum hypothesis|continuum hypothesis]] and the [[:w:Halting problem|halting problem]]). To solve the Athena problem (i.e. to compute the Athena set), we need to determine whether a given family contains a prime. In practice, if family ''x''{''Y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''Y'' is a set of digits in base ''b'') could not be ruled out as only containing composites and ''Y'' contains two or more digits, then a relatively small prime > ''b'' could always be found in this family. Intuitively, this is because there are a large number of small strings in such a family, and at least one is likely to be prime (e.g. there are 2^''n''−2 strings of length ''n'' in the family 1{3,7}9, and there are over a thousand strings of length 12 in the family 1{3,7}9, thus it is very impossible that these numbers are all composite). In the case ''Y'' contains only one digit, this family is of the form ''x''{''y''}''z'', and there is only a single string of each length > (the length of ''x'' + the length of ''z''), and it is not known if the following [[:w:Decision problem|decision problem]] is recursively solvable (just like [[:w:Sierpiński number|Sierpiński problem]] and [[:w:Riesel number|Riesel problem]], Sierpiński problem and Riesel problem can be generalized to other bases ''b'' (references: http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjectures-powers2.htm, http://www.noprimeleftbehind.net/crus/Sierp-conjecture-reserves.htm, http://www.noprimeleftbehind.net/crus/Riesel-conjecture-reserves.htm), in fact, Athena problem base ''b'' covers the Sierpiński problem base ''b'' and the Riesel problem base ''b'' with ''k'' < ''b'', i.e. finding the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (or prove such prime does not exist) with ''k'' < ''b'' (specially, for bases ''b'' such that the conjectured smallest Sierpiński number or the conjectured smallest Riesel number is < ''b'', Athena problem base ''b'' covers the Sierpiński problem base ''b'' or the Riesel problem base ''b'', respectively), since the smallest prime of the form ''k''×''b''^''n''+1 and ''k''×''b''^''n''−1 (if exists) must be a minimal element in base ''b'', also, Athena problem base ''b'' covers finding the smallest prime of these forms in base ''b'' (or proving that such prime does not exist) (in fact, it is known that exactly what bases 2 ≤ ''b'' ≤ 1024 have the families listed in the table below as unsolved families, all of these families in all bases 2 ≤ ''b'' ≤ 1024 have been searched to length ≥ 10000 (for the family (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1), bases 2 ≤ ''b'' ≤ 1048576, searched to length ≥ 5000)): (''b''^''n''−1)/(''b''−1) (for this form, ''n'' must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068), ''b''^''n''+1 (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 1) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101), (''b''^''n''+1)/2 (for odd ''b'') (for this form, ''n'' must be power of 2, and we want ''n'' ≥ 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt), (''sqrt''(''b'')×''b''^''n''+1)/(''sqrt''(''b'')+1) (for square ''b'') (for this form, 2×''n''+1 must be prime, and we want ''n'' ≥ 2) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for bases ''b'' with ''sqrt''(''b'') prime: https://oeis.org/A065507), ((''b''−2)×''b''^''n''+1)/(''b''−1) (''n'' ≥ 2) (reference of this form: https://oeis.org/A243404), 2×''b''^''n''+1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624), 2×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591), ''b''^''n''+2 (''n'' ≥ 1) (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067), ''b''^''n''−2 (''n'' ≥ 2) (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201), (''b''−1)×''b''^''n''+1 (''n'' ≥ 1) (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139), (''b''−1)×''b''^''n''−1 (''n'' ≥ 1) (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396), ''b''^''n''+(''b''−1) (''n'' ≥ 1) (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179), ''b''^''n''−(''b''−1) (''n'' ≥ 2) (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435)): '''Problem: Given strings ''x'', ''z'' (may be empty), a digit ''y'', and a base ''b'' (''x'' does not [[:w:Leading zero|start with the digit 0]], ''z'' ends with a digit which [[:w:Coprime integers|coprime]] to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty), does there exist a prime number whose base-''b'' expansion is of the form ''xy''_''n''''z'' for some ''n'' ≥ 0?''' An [[:w:Algorithm|algorithm]] to solve this problem, for example, would allow us to decide if there are any additional [[:w:Fermat prime|Fermat prime]]s other than the known ones (corresponding to ''n'' = 0, 1, 2, 3, 4). To see this, take ''b'' = 2, ''x'' = 1, ''y'' = 0, and ''z'' = 0₁₆1. Since if 2^''n''+1 is prime then ''n'' must be a [[:w:Power of 2|power of two]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Fermat prime. Besides, it would allow us to decide if there are infinitely many [[:w:Mersenne prime|Mersenne prime]]s (of the form 2^''p''−1 with prime ''p''). To see this, take ''b'' = 2, ''x'' = ''𝜆'' (the [[:w:Empty string|empty string]]), ''y'' = 1, and ''z'' = 1_''n''+1, where ''n'' is the exponent of the Mersenne prime which we want to know whether it is the largest Mersenne prime or not. Since if 2^''n''−1 is prime then ''n'' must be a [[:w:Prime number|prime]], a prime of the form ''xy''_''n''''z'' in base ''b'' must be a new Mersenne prime. Also, it would allow us to decide whether 78557 is the smallest [[:w:Sierpinski number|Sierpinski number]] (i.e. odd numbers ''k'' such that ''k''×2^''n''+1 is composite for all ''n'' ≥ 1) and whether 509203 is the smallest [[:w:Riesel number|Riesel number]] (i.e. odd numbers ''k'' such that ''k''×2^*n*−1 is composite for all ''n'' ≥ 1), etc. '''Athena conjecture: If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains infinitely many primes (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites or only contain finitely many primes (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains infinitely many primes).''' (in fact, the Athena conjecture is equivalent to the conjecture (to prove this, by change the base (''b'') to a power of ''b'' which is larger than the largest prime in a given family (in base ''b'') which only contains finitely many primes): If family ''xy''_''n''''z'' (with fixed strings ''x'', ''z'' (may be empty), fixed digit ''y'', and variable ''n'') in base ''b'' (with fixed ''b'' ≥ 2) (''x'' does not start with the digit 0, ''z'' ends with a digit which coprime to ''b'', ''y'' is not 0 if ''x'' is empty, ''y'' is coprime to ''b'' if ''z'' is empty) cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then family ''xy''_''n''''z'' in base ''b'' contains at least one prime (this is equivalent to: If form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) (with fixed integers ''a'' ≥ 1, ''b'' ≥ 2, ''c'' ≠ 0 (with ''gcd''(''a'',''c'') = 1 and ''gcd''(''b'',''c'') = 1), and variable ''n'') cannot be proven to only contain composites (by covering congruence, algebraic factorization, or combine of them), then form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) contains at least one prime), like the [[:w:Bunyakovsky conjecture|Bunyakovsky conjecture]] and the [[:w:Dickson's conjecture|Dickson's conjecture]] and the [[:w:Schinzel's hypothesis H|Schinzel's hypothesis ''H'']], if such ''n'' always exists, then there must be always infinitely many such ''n'', to prove this, add another polynomial for the cases of the Dickson's conjecture and the Schinzel's hypothesis ''H'', also, change the polynomial (e.g. change ''n'' to ''r''×''n'' or ''n''^''r'' for all integers ''r'' > 1) for the cases of the Bunyakovsky conjecture and the Schinzel's hypothesis ''H'') Some families can be ruled out to contain no prime > ''b'' by [[:w:Covering set|covering congruence]], [[:w:Factorization of polynomials|algebraic factorization]] (e.g. [[:w:Difference of two squares|difference of two squares]], [[:w:Sum of two cubes|sum of two cubes]], [[:w:Sophie Germain's identity|Sophie Germain's identity of ''x''⁴+4×''y''⁴]]), or combine of them, e.g. * The base 9 family 2{7}: Always divisible by 2 or 5 * The base 11 family 2{5}: Always divisible by 2 or 3 * The base 14 family B{0}1: Always divisible by 3 or 5 * The base 13 family 95{0}3: Always divisible by 5, 7, or 17 * The base 16 family {4}D: Always divisible by 3, 7, or 13 * The base 16 family {8}F: Always divisible by 3, 7, or 13 * The base 21 family {7}D: Always divisible by 2, 13, or 17 * The base 23 family {D}GA: Always divisible by 2, 5, 7, 37, or 79 * The base 9 family {1}: Can be written as (9^''n''−1)/8 and can be factored as (3^''n''−1) × (3^''n''+1) / 8 * The base 8 family 1{0}1: Can be written as 8^''n''+1 and can be factored as (2^''n''+1) × (4^''n''−2^''n''+1) * The base 9 family 3{8}: Can be written as 4×9^''n''−1 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) * The base 16 family 1{5}: Can be written as (4×16^''n''−1)/3 and can be factored as (2×3^''n''−1) × (2×3^''n''+1) / 3 * The base 16 family {4}1: Can be written as (4×16^''n''−49)/15 and can be factored as (2×3^''n''−7) × (2×3^''n''+7) / 15 * The base 27 family 7{Q}: Can be written as 8×27^''n''−1 and can be factored as (2×3^''n''−1) × (4×9^''n''+2×3^''n''+1) * The base 27 family 9{G}: Can be written as (125×27^''n''−8)/13 and can be factored as (5×3^''n''−2) × (25×9^''n''+10×3^''n''+4) * The base 16 family {C}D: Can be written as (4×16^''n''+1)/5 and can be factored as (2×4^''n''−2×2^''n''+1) × (2×4^''n''+2×2^''n''+1) / 5 * The base 14 family 8{D}: Can be written as 9×14^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (3×14^''n''/2−1) × (3×14^''n''/2+1) if ''n'' is even * The base 12 family {B}9B: Can be written as 12^''n''−25, it is divisible by 13 if ''n'' is odd and can be factored as (12^''n''/2−5) × (12^''n''/2+5) if ''n'' is even * The base 14 family {D}5: Can be written as 14^''n''−9, it is divisible by 5 if ''n'' is odd and can be factored as (14^''n''/2−3) × (14^''n''/2+3) if ''n'' is even * The base 17 family 1{9}: Can be written as (25×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (5×17^''n''/2−3) × (5×17^''n''/2+3) / 16 if ''n'' is even * The base 17 family 7{9}: Can be written as (121×17^''n''−9)/16, it is divisible by 2 if ''n'' is odd and can be factored as (11×17^''n''/2−3) × (11×17^''n''/2+3) / 16 if ''n'' is even * The base 19 family 1{6}: Can be written as (4×19^''n''−1)/3, it is divisible by 5 if ''n'' is odd and can be factored as (2×19^''n''/2−1) × (2×19^''n''/2+1) / 3 if ''n'' is even * The base 24 family 3{N}: Can be written as 4×24^''n''−1, it is divisible by 5 if ''n'' is odd and can be factored as (2×24^''n''/2−1) × (2×24^''n''/2+1) if ''n'' is even * The base 24 family 5{N}: Can be written as 6×24^''n''−1, it is divisible by 5 if ''n'' is even and can be factored as (12×24^{(''n''−1)/2}−1) × (12×24^{(''n''−1)/2}+1) if ''n'' is odd If the Athena conjecture is true, then the [[:w:Sierpiński number|Sierpiński conjecture]] and [[:w:Riesel number|Riesel conjecture]] are also true, and the [http://www.noprimeleftbehind.net/crus/Sierp-conjectures.htm Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Riesel-conjectures.htm Riesel conjectures] in all bases ''b'' are also true, and the [http://www.noprimeleftbehind.net/crus/SNOB-Sierp-conjectures.htm real Sierpiński conjectures] and the [http://www.noprimeleftbehind.net/crus/Real-Riesel-conjectures.htm real Riesel conjectures] are also true, also, if the Athena conjecture is true, then there are infinitely many primes of these forms for fixed bases ''b'' ≥ 2 and variable exponents ''n'': * (''b''^''n''−1)/(''b''−1) for all bases ''b'' which are not [[:w:Perfect power|perfect power]]s (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepu.txt, https://web.archive.org/web/20021111141203/http://www.users.globalnet.co.uk/~aads/primes.html, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/379, https://pzktupel.de/Primetables/TableRepunitGen.php, https://oeis.org/A084740, https://oeis.org/A084738, https://oeis.org/A128164, https://oeis.org/A285642; or for prime bases ''b'': https://oeis.org/A065854, https://oeis.org/A279068) * ''b''^''n''+1 for all even bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (references of this form: http://jeppesn.dk/generalized-fermat.html, http://www.noprimeleftbehind.net/crus/GFN-primes.htm, https://web.archive.org/web/20231002190634/http://yves.gallot.pagesperso-orange.fr/primes/index.html, https://pzktupel.de/Primetables/TableFermatGFBB.php, https://oeis.org/A079706, https://oeis.org/A084712, https://oeis.org/A228101) * (''b''^''n''+1)/2 for all odd bases ''b'' which are not of the form ''m''^''r'' with odd ''r'' > 1 (for this form, ''n'' must be power of 2) (reference of this form: http://www.fermatquotient.com/PrimSerien/GenFermOdd.txt) * (''b''^''n''+1)/(''b''+1) for all bases ''b'' which are neither of the form ''m''^''r'' with odd ''r'' > 1 nor of the form 4×''m''⁴ (for this form, ''n'' must be prime) (references of this form: http://www.fermatquotient.com/PrimSerien/GenRepuP.txt, http://www.primenumbers.net/Henri/us/MersFermus.htm, http://www.bitman.name/math/table/488, https://pzktupel.de/Primetables/TableWagstaffGen.php, https://oeis.org/A084742, https://oeis.org/A084741; or for prime bases ''b'': https://oeis.org/A065507) * ((''b''−2)×''b''^''n''+1)/(''b''−1) for all bases ''b'' > 2 (reference of this form: https://oeis.org/A243404) * 2×''b''^''n''+1 for all bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://www.mersenneforum.org/showthread.php?t=6918, https://www.mersenneforum.org/showthread.php?t=19725, https://oeis.org/A119624) * 2×''b''^''n''−1 for all bases ''b'' (references of this form: https://www.mersenneforum.org/showthread.php?t=24576, https://www.mersenneforum.org/attachment.php?attachmentid=20976&d=1567314217, https://oeis.org/A119591) * 3×''b''^''n''+1 for all even bases ''b'' * 3×''b''^''n''−1 for all even bases ''b'' * 4×''b''^''n''+1 for all bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * 4×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * 5×''b''^''n''+1 for all even bases ''b'' < 140324348, not == 1 mod 3 * 5×''b''^''n''−1 for all even bases ''b'' * 6×''b''^''n''+1 for all bases ''b'' not == 1 mod 7, not == 34 mod 35 * 6×''b''^''n''−1 for all bases ''b'' not == 1 mod 5, not == 34 mod 35, not of the form 6×''m''² with ''m'' == 2, 3 mod 5 * 7×''b''^''n''+1 for all even bases ''b'' * 7×''b''^''n''−1 for all even bases ''b'' < 9162668342, not == 1 mod 3 * 8×''b''^''n''+1 for all bases ''b'' not == 1 mod 3, not == 20 mod 21, not == 47, 83 mod 195, not == 467, 4343, 9887, 25448, 35978, 41522, 42647, 57083 mod 73815, not == 722, 83813, 206672, 239432, 322523, 1283843, 1519577, 1522553 mod 1551615, ..., not [[:w:Cube (algebra)|cube]]s * 8×''b''^''n''−1 for all bases ''b'' not == 1 mod 7, not == 20 mod 21, not == 83, 307 mod 455, not == 1266, 13593, 27292, 46353 mod 63973, ..., not [[:w:Cube (algebra)|cube]]s * 9×''b''^''n''+1 for all even bases ''b'' < 177744, not == 1 mod 5 * 9×''b''^''n''−1 for all even bases ''b'' not == 4 mod 5, not [[:w:Square number|square]]s * 10×''b''^''n''+1 for all bases ''b'' not == 1 mod 11, not == 32 mod 33 (references of this form: https://oeis.org/A088782) * 10×''b''^''n''−1 for all bases ''b'' not == 1 mod 3, not == 32 mod 33 * 11×''b''^''n''+1 for all even bases ''b'' not == 1 mod 3, not == 14 mod 15 * 11×''b''^''n''−1 for all even bases ''b'' not == 1 mod 5, not == 14 mod 15, not of the form 11×''m''² with ''m'' == 2, 3 mod 5 * 12×''b''^''n''+1 for all bases ''b'' not == 1 mod 13, not == 142 mod 143, not == 562, 828, 900, 1166 mod 1729, not == 597, 1143 mod 1885, not == 296, 901, 1759, 3090, 4553, 5521, 5807, 6016, 6984, 7094, 7270, 7380, 7479, 8447, 8557, 8733, 8843, 9910, 10020, 10196, 10306, 11483, 11769, 12737, 14200, 15531, 16994, 18457 mod 19019, not == 563, 1433, 13212, 15097, 19848, 20718, 32497, 34382, 39133, 51782, 53667, 58418, 58452, 60337, 60883, 71067, 72952, 77737, 79622, 80168, 94267, 97022, 98583, 98907, 113552, 116307, 117868, 118192, 131967, 132513, 132837, 134398, 151252, 151798, 152122, 153683, 170537, 171083, 172968, 177753, 179638, 189822, 190368, 192253, 192287, 197038, 198923, 211572, 213568, 216323, 218208, 229987, 232853, 235608, 237493, 249272 mod 250705, ... * 12×''b''^''n''−1 for all bases ''b'' not == 1 mod 11, not == 142 mod 143, not == 307, 1143 mod 1595, not == 901, 6016, 7479, 18457 mod 19019, ... * ''b''^''n''+2 for all odd bases ''b'' < 201446503145165177, not == 1 mod 3 (references of this form: https://oeis.org/A138066, https://oeis.org/A084713, https://oeis.org/A138067) * ''b''^''n''−2 for all odd bases ''b'' (references of this form: https://www.primepuzzles.net/puzzles/puzz_887.htm, https://oeis.org/A250200, https://oeis.org/A255707, https://oeis.org/A084714; or for prime bases ''b'': https://oeis.org/A292201) * ''b''^''n''+3 for all even bases ''b'' not divisible by 3 * ''b''^''n''−3 for all even bases ''b'' not divisible by 3 * ''b''^''n''+4 for all odd bases ''b'' not == 1 mod 5, not == 14 mod 15, not [[:w:Fourth power|fourth power]]s * ''b''^''n''−4 for all odd bases ''b'' not == 1 mod 3, not == 4 mod 5, not [[:w:Square number|square]]s * (''b''−1)×''b''^''n''+1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-MP.htm, http://www.bitman.name/math/table/477, https://pzktupel.de/Primetables/TableWilliams2.php, https://oeis.org/A305531; or for prime bases ''b'': https://oeis.org/A087139) * (''b''−1)×''b''^''n''−1 for all bases ''b'' (references of this form: https://harvey563.tripod.com/wills.txt, http://www.noprimeleftbehind.net/Williams-primes-MM.htm, http://www.bitman.name/math/table/484, https://pzktupel.de/Primetables/TableWilliams1.php; or for prime bases ''b'': https://oeis.org/A122396) * (''b''+1)×''b''^''n''+1 for all bases ''b'' not == 1 mod 3 (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PP.htm, http://www.bitman.name/math/table/474, https://pzktupel.de/Primetables/TableWilliams4.php) * (''b''+1)×''b''^''n''−1 for all bases ''b'' (references of this form: http://www.noprimeleftbehind.net/Williams-primes-PM.htm, http://www.bitman.name/math/table/471, https://pzktupel.de/Primetables/TableWilliams3.php) * ''b''^''n''+(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/795, https://pzktupel.de/Primetables/TableWilliams6.php, https://oeis.org/A076845, https://oeis.org/A076846, https://oeis.org/A078178, https://oeis.org/A078179) * ''b''^''n''−(''b''−1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/792, https://pzktupel.de/Primetables/TableWilliams5.php, https://oeis.org/A113516, https://oeis.org/A343589; or for prime bases ''b'': https://cs.uwaterloo.ca/journals/JIS/VOL3/mccranie.html, http://www.bitman.name/math/table/435) * ''b''^''n''+(''b''+1) for all bases ''b'' not == 1 mod 3 (references of this form: http://www.bitman.name/math/table/801, https://pzktupel.de/Primetables/TableWilliams8.php, https://oeis.org/A346149, https://oeis.org/A346154) * ''b''^''n''−(''b''+1) for all bases ''b'' (references of this form: http://www.bitman.name/math/table/798, https://pzktupel.de/Primetables/TableWilliams7.php, https://oeis.org/A178250) By the [[:w:Prime number theorem|prime number theorem]], the [[:w:Probability|chance]] that a [[:w:Random number|random]] ''n''-digit base ''b'' number is prime is [[:w:Asymptotic analysis|approximately]] 1/''n'' (more accurately, the chance is approximately 1/(''n''×''ln''(''b'')), where ''ln'' is the [[:w:Natural logarithm|natural logarithm]]). If one conjectures the numbers ''x''{''y''}''z'' behave similarly (i.e. the numbers ''x''{''y''}''z'' is a [[:w:Pseudorandomness|pseudorandom sequence]]) you would expect [[:w:Harmonic_series (mathematics)|1/1 + 1/2 + 1/3 + 1/4 + ... = ∞]] primes of the form ''x''{''y''}''z'' (of course, this does not always happen, since some ''x''{''y''}''z'' families can be ruled out to contain no prime > ''b'' (by covering congruence, algebraic factorization, or combine of them), but it is at least a reasonable conjecture in the absence of evidence to the contrary. Hence, the [[:w:Heuristic argument|heuristic argument]] suggests there are always infinitely many primes in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') if it cannot be ruled out to contain no prime or only contain finitely many primes, by covering congruence, algebraic factorization, or combine of them. However, some families ''x''{''y''}''z'' could not be proven to contain no primes > ''b'' (by covering congruence, algebraic factorization, or combine of them) but no primes > ''b'' could be found in the family, even after searching through numbers with over 100000 digits. In such a case, the only way to proceed is to [[:w:Primality test|test the primality]] of larger and larger numbers of such form and hope a prime is eventually discovered. e.g. the smallest (probable) prime in the family A{3}A in base ''b'' = 13 is A3₅₉₂₁₉₇A, its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4, when written in decimal contains 659677 digits (it is only probable prime, i.e. not definitely prime, since technically, probable primality tests were used to show this (which have a ''very'' small chance of making an error, see https://t5k.org/notes/prp_prob.html) because all known primality tests run far too slowly to run on numbers of this size unless either [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] (or both) can be ≥ 1/3 factored). The numbers in family ''x''{''y''}''z'' (where ''x'' and ''z'' are strings (may be empty) of digits in base ''b'', ''y'' is a digit in base ''b'') are of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) for some fixed ''a'', ''b'', ''c'' such that ''a'' ≥ 1, ''b'' ≥ 2 (''b'' is the base), ''c'' ≠ 0, ''gcd''(''a'',''c'') = 1, ''gcd''(''b'',''c'') = 1. Except in the [[:w:Special case|special case]] ''c'' = ±1 and ''gcd''(''a''+''c'',''b''−1) = 1 (the only case which [https://t5k.org/prove/prove3_1.html ''N''−1] or [https://t5k.org/prove/prove3_2.html ''N''+1] is [[:w:Triviality (mathematics)|trivially]] fully factored), when ''n'' is large the known [[:w:Primality test|primality test]]s for such a number are too inefficient to run (since they are [https://t5k.org/glossary/xpage/OrdinaryPrime.html ordinary primes]). In this case one must resort to a [[:w:Probabilistic algorithm|probable]] primality test such as a [[:w:Miller–Rabin primality test|Miller–Rabin primality test]] or a [[:w:Baillie–PSW primality test|Baillie–PSW primality test]], unless a divisor of the number can be found. Since we are testing many numbers in an [[:w:Exponential growth|exponential sequence]], it is possible to use a sieving process to find divisors rather than using [[:w:Trial division|trial division]]. To do this, we made use of Geoffrey Reynolds' ''srsieve'' software (download: https://pzktupel.de/Software/srsieve_1.1.4.7z). This program uses the [[:w:Baby-step giant-step|baby-step giant-step]] [[:w:Algorithm|algorithm]] to find all primes ''p'' which divide ''a''×''b''^''n''+''c'' where ''p'' and ''n'' lie in a [[:w:Interval_(mathematics)|specified range]]. Since this program cannot handle the general case (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1 we only used it to sieve the sequence ''a''×''b''^''n''+''c'' for primes ''p'' not dividing ''gcd''(''a''+''c'',''b''−1), and initialized the list of candidates to not include ''n'' for which there is some prime ''p'' dividing ''gcd''(''a''+''c'',''b''−1) for which ''p'' dividing (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1). The program had to be modified slightly to remove a check which would prevent it from running in the case when ''a'', ''b'', and ''c'' were all odd (since then 2 divides ''a''×''b''^''n''+''c'', but 2 may not divide (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)). Once the numbers with small divisors had been removed, it remained to test the remaining numbers using a probable primality test. For this we used the software ''LLR'' by Jean Penné. (download: http://jpenne.free.fr/index2.html). Although undocumented, it is possible to run this program on numbers of the form (''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1) when ''gcd''(''a''+''c'',''b''−1) > 1, so this program required no modifications. A script was also written which allowed one to run ''srsieve'' while ''LLR'' was testing the remaining candidates, so that when a divisor was found by srsieve on a number which had not yet been tested by ''LLR'' it would be removed from the list of candidates. For the primes < 10²⁵⁰⁰⁰ for the "easy" bases (bases ''b'' with ≤ 150 primes > 10²⁹⁹ (base ''b'' = 26 has 83 known primes > 10²⁹⁹ and 3 unsolved families, base ''b'' = 36 has 75 known primes > 10²⁹⁹ and 4 unsolved families, base ''b'' = 17 has 99 known primes > 10²⁹⁹ and 18 unsolved families, base ''b'' = 21 has 80 known primes > 10²⁹⁹ and 12 unsolved families, base ''b'' = 19 has 201 known primes > 10²⁹⁹ and 23 unsolved families), i.e. bases *b* = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36), we employed ''CM'' by Andreas Enge (download: https://www.multiprecision.org/cm/download.html), an elliptic curve primality proving implementation. Currently, the final goal of the Athena problem project is finding the Athena set (i.e. finding all Athena primes) and proving that this set is exactly the Athena set (i.e. proving that these are all Athena primes (including the primality proving for the probable primes)) in all bases 2 ≤ ''b'' ≤ 36, i.e. solving all families in all bases 2 ≤ ''b'' ≤ 36. Solving all (unsolved) families in all bases 2 ≤ ''b'' ≤ 36 (and proving the primality of all probable primes in the sets of all bases 2 ≤ ''b'' ≤ 36) is not possible but we aim to solve many of them (and proving the primality of many of them), at least find a ''probable'' prime for many of them (since the smallest prime in a family may be too large (> 10²⁵⁰⁰⁰) to be proved primality, unless its *N*−1 or/and *N*+1 can be ≥ 25% factored). == Data == These are the results of the Athena problem in bases 2 ≤ ''b'' ≤ 36 (we stop at base 36 since this base is the maximum base for which it is possible to write the numbers with the [[:w:Symbol|symbol]]s 0, 1, 2, ..., 9 and A, B, C, ..., Z (i.e. the 10 [[:w:Arabic numerals|Arabic numerals]] and the 26 [[:w:Latin script|Latin letters]]): (some large Athena primes are only probable primes, i.e. not definitely primes, since they are too large to be [[:w:Elliptic curve primality|ECPP proved]] and [[:w:Pocklington primality test#Extensions and variants|neither ''N''−1 nor ''N''+1 can be ≥ 1/3 factored]], all of them pass the [[:w:Baillie–PSW primality test|Baillie–PSW primality test]] and the [[:w:Strong pseudoprime|strong primality test]] (i.e. the [[:w:Miller–Rabin primality test|Miller–Rabin primality test]]) with all prime bases ''p'' ≤ 61, however, all Athena primes < 10²⁵⁰⁰⁰ for bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 22, 24, 26, 28, 30, 36 are definitely primes, most of them > 10²⁹⁹ are proven primes with [[:w:Elliptic curve primality|ECPP proving]], others > 10²⁹⁹ are proven primes with [[:w:Pocklington primality test#Extensions and variants|''N''−1 or ''N''+1 proving]]) The Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 which are proven primes with ''N''−1 or ''N''+1 proving includes the Athena primes whose ''N''−1 or ''N''+1 is trivially fully factored: * the 3176th Athena prime in base 13, 81010₄₁₅1, which equals 17746×13⁴¹⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003590431555, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003590431556&open=ecm * the 3177th Athena prime in base 13, 8110₄₃₅1, which equals 1366×13⁴³⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000002373259109, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000002373259124&open=ecm * the 3188th Athena prime in base 13, 930₁₅₅₁1, which equals 120×13¹⁵⁵²+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961452, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961453&open=ecm * the 3191st Athena prime in base 13, 390₆₂₆₆1, which equals 48×13⁶²⁶⁷+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961441, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961451&open=ecm * the 649th Athena prime in base 14, 34D₇₀₈, which equals 47×14⁷⁰⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001540144903, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001540144907&open=ecm * the 650th Athena prime in base 14, 4D₁₉₆₉₈, which equals 5×14¹⁹⁶⁹⁸−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000884560233, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000884560625&open=ecm * the 2335th Athena prime in base 16, 88F₅₄₅, which equals 137×16⁵⁴⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000413679658, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000413877337&open=ecm * the 10317th Athena prime in base 17, 5A70₂₇₄1, which equals 1622×17²⁷⁵+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003782940709, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000003782941930&open=ecm * the 10359th Athena prime in base 17, 9D0₁₀₆₇1, which equals 166×17¹⁰⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961369, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000765961370&open=ecm * the 10370th Athena prime in base 17, A0₁₃₅₅1, which equals 10×17¹³⁵⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000034167087, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000271866825&open=ecm * the 10386th Athena prime in base 17, 530₄₈₆₇1, which equals 88×17⁴⁸⁶⁸+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000762660735, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000762660737&open=ecm * the 10408th Athena prime in base 17, 570₅₁₃₁₀1, which equals 92×17⁵¹³¹¹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000765961389, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469616&open=ecm * the 10412th Athena prime in base 17, 970₁₆₆₀₄₇1, which equals 160×17¹⁶⁶⁰⁴⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817312&open=ecm * the 10413th Athena prime in base 17, F70₁₈₆₇₆₇1, which equals 262×17¹⁸⁶⁷⁶⁸+1, ''N''−1 is trivially fully factored, but it has no helper file in ''factordb'' since it is too large (>10¹⁹⁹⁹⁹⁹) to be PRP-tested in ''factordb'', for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000890817317&open=ecm * the 3310th Athena prime in base 20, JCJ₆₂₉, which equals 393×20⁶²⁹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001559454258, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000001559454271&open=ecm * the 13373rd Athena prime in base 21, 5D0₁₉₈₄₈1, which equals 118×21¹⁹⁸⁴⁹+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000777265872, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785469310&open=ecm * the 3408th Athena prime in base 24, 88N₅₉₅₁, which equals 201×24⁵⁹⁵¹−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000003593275880, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000003593373246&open=ecm * the 25509th Athena prime in base 28, EB0₄₀₅1, which equals 403×28⁴⁰⁶+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000001534442374, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000001534442380&open=ecm * the 2616th Athena prime in base 30, C0₁₀₂₂1, which equals 12×30¹⁰²³+1, ''N''−1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000785448736, for the factorization of ''N''−1 in ''factordb'' see http://factordb.com/index.php?id=1100000000785448737&open=ecm * the 2619th Athena prime in base 30, OT₃₄₂₀₅, which equals 25×30³⁴²⁰⁵−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000800812865, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000819405041&open=ecm * the 35237th Athena prime in base 36, P8Z₃₉₀, which equals 909×36³⁹⁰−1, ''N''+1 is trivially fully factored, for its helper file in ''factordb'' see http://factordb.com/helper.php?id=1100000000764100228, for the factorization of ''N''+1 in ''factordb'' see http://factordb.com/index.php?id=1100000000764100231&open=ecm and the Athena primes > 10²⁹⁹ in bases ''b'' = 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 24, 26, 28, 30, 36 whose ''N''−1 or ''N''+1 is ≥ 1/3 factored: (''R''_''n''(''b'') means the [[:w:Repunit|repunit]] in base ''b'' with length ''n''), i.e. ''R''_''n''(''b'') = (''b''^''n''−1)/(''b''−1), "''S''_''n''(''b'')" means ''b''^''n''+1) * the 3168th Athena prime in base 13, 9₃₀₈1, ''N''−1 is 117×''R''₃₀₈(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13³⁰⁸−1, and for the algebraic factors of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=308&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13³⁰⁸−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=308&c0=-&EN=&LM= * the 3179th Athena prime in base 13, B₅₆₃C, ''N''−1 is 11×''R''₅₆₄(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁶⁴−1, and for the algebraic factors of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=564&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=564&c0=-&EN=&LM= * the 3180th Athena prime in base 13, 1B₅₇₆, ''N''−1 is 23×''R''₅₇₆(13), thus factor ''N''−1 is equivalent to factor the Cunningham number 13⁵⁷⁶−1, and for the algebraic factors of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=13&Exp=576&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 13⁵⁷⁶−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=13&Exp=576&c0=-&EN=&LM= * the 10320th Athena prime in base 17, 9₂₉₂1, ''N''−1 is 153×''R''₂₉₂(17), thus factor ''N''−1 is equivalent to factor the Cunningham number 17²⁹²−1, and for the algebraic factors of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=17&Exp=292&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 17²⁹²−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=17&Exp=292&c0=-&EN=&LM= * the 13304th Athena prime in base 21, 7₂₃₀1, ''N''−1 is 147×''R''₂₃₀(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21²³⁰−1, and for the algebraic factors of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=230&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21²³⁰−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=230&c0=-&EN=&LM= * the 13355th Athena prime in base 21, 3₁₀₆₃2, ''N''+1 is 3×''R''₁₀₆₄(21), thus factor ''N''−1 is equivalent to factor the Cunningham number 21¹⁰⁶⁴−1, and for the algebraic factors of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=21&Exp=1064&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 21¹⁰⁶⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=21&Exp=1064&c0=-&EN=&LM= * the 25199th Athena prime in base 26, 9K₃₄₃AP, ''N''+1 is 6370×''R''₃₄₄(26), thus factor ''N''+1 is equivalent to factor the Cunningham number 26³⁴⁴−1, and for the algebraic factors of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=344&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁴⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=344&c0=-&EN=&LM= * the 25200th Athena prime in base 26, 8₃₅₄1, ''N''−1 is 208×''R''₃₅₄(26), thus factor ''N''−1 is equivalent to factor the Cunningham number 26³⁵⁴−1, and for the algebraic factors of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showExplorer?Base=26&Exp=354&LBIDPMList=A&LBIDLODList=D, and for the prime factorization of 26³⁵⁴−1, see http://myfactorcollection.mooo.com:8090/cgi-bin/showSingleEntry?Base=26&Exp=354&c0=-&EN=&LM= All numbers are written in base ''b'', [[:w:Senary#Base 36 as senary compression|using A to Z to represent digit values 10 to 35]], "{}" means repeating, e.g. family 12{3}45 means the sequence {1245, 12345, 123345, 1233345, 12333345, 123333345, ...} (where the members are expressed as base ''b'' strings), subscripts are used to indicate repetitions of digits, e.g. 123₄567 means 123333567 (all subscripts are written in decimal). Base 2: 1 Athena prime (the largest of which has 2 digits (it is 11, and its value is 3 in decimal)): {11} Base 3: 3 Athena primes (the largest of which has 3 digits (it is 111, and its value is 13 in decimal)): {12, 21, 111} Base 4: 5 Athena primes (the largest of which has 3 digits (it is 221, and its value is 41 in decimal)): {11, 13, 23, 31, 221} Base 5: 22 Athena primes (the largest of which has 96 digits (it is 10₉₃13, and its algebraic form is 5⁹⁵+8)): {12, 21, 23, 32, 34, 43, 104, 111, 131, 133, 313, 401, 414, 3101, 10103, 14444, 30301, 33001, 33331, 44441, 300031, 100000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000013} Base 6: 11 Athena primes (the largest of which has 5 digits (it is 40041, and its value is 5209 in decimal)): {11, 15, 21, 25, 31, 35, 45, 51, 4401, 4441, 40041} Base 7: 71 Athena primes (the largest of which has 17 digits (it is 3₁₆1, and its algebraic form is (7¹⁷−5)/2)): {14, 16, 23, 25, 32, 41, 43, 52, 56, 61, 65, 113, 115, 131, 133, 155, 212, 221, 304, 313, 335, 344, 346, 364, 445, 515, 533, 535, 544, 551, 553, 1022, 1051, 1112, 1202, 1211, 1222, 2111, 3031, 3055, 3334, 3503, 3505, 3545, 4504, 4555, 5011, 5455, 5545, 5554, 6034, 6634, 11111, 11201, 30011, 30101, 31001, 31111, 33001, 33311, 35555, 40054, 100121, 150001, 300053, 351101, 531101, 1100021, 33333301, 5100000001, 33333333333333331} Base 8: 75 Athena primes (the largest of which has 221 digits (it is 4₂₂₀7, and its algebraic form is (4×8²²¹+17)/7)): {13, 15, 21, 23, 27, 35, 37, 45, 51, 53, 57, 65, 73, 75, 107, 111, 117, 141, 147, 161, 177, 225, 255, 301, 343, 361, 401, 407, 417, 431, 433, 463, 467, 471, 631, 643, 661, 667, 701, 711, 717, 747, 767, 3331, 3411, 4043, 4443, 4611, 5205, 6007, 6101, 6441, 6477, 6707, 6777, 7461, 7641, 47777, 60171, 60411, 60741, 444641, 500025, 505525, 3344441, 4444477, 5500525, 5550525, 55555025, 444444441, 744444441, 77774444441, 7777777777771, 555555555555525, 44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444447} Base 9: 151 Athena primes (the largest of which has 1161 digits (it is 30₁₁₅₈11, and its algebraic form is 3×9¹¹⁶⁰+10)): {12, 14, 18, 21, 25, 32, 34, 41, 45, 47, 52, 58, 65, 67, 74, 78, 81, 87, 117, 131, 135, 151, 155, 175, 177, 238, 272, 308, 315, 331, 337, 355, 371, 375, 377, 438, 504, 515, 517, 531, 537, 557, 564, 601, 638, 661, 702, 711, 722, 735, 737, 751, 755, 757, 771, 805, 838, 1011, 1015, 1101, 1701, 2027, 2207, 3017, 3057, 3101, 3501, 3561, 3611, 3688, 3868, 5035, 5051, 5071, 5101, 5501, 5554, 5705, 5707, 7017, 7075, 7105, 7301, 8535, 8544, 8555, 8854, 20777, 22227, 22777, 30161, 33388, 50161, 50611, 53335, 55111, 55535, 55551, 57061, 57775, 70631, 71007, 77207, 100037, 100071, 100761, 105007, 270707, 301111, 305111, 333035, 333385, 333835, 338885, 350007, 500075, 530005, 555611, 631111, 720707, 2770007, 3030335, 7776662, 30300005, 30333335, 38333335, 51116111, 70000361, 300030005, 300033305, 351111111, 1300000007, 5161111111, 8333333335, 300000000035, 311111111161, 544444444444, 2000000000007, 5700000000001, 7270000000007, 88888888833335, 100000000000507, 5111111111111161, 7277777777777777707, 8888888888888888888335, 30000000000000000000051, 1000000000000000000000000057, 56111111111111111111111111111111111111, 7666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662, 27777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777707, 300000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011} Base 10: 77 Athena primes (the largest of which has 31 digits (it is 50₂₈27, and its algebraic form is 5×10³⁰+27)): {11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 227, 251, 257, 277, 281, 349, 409, 449, 499, 521, 557, 577, 587, 727, 757, 787, 821, 827, 857, 877, 881, 887, 991, 2087, 2221, 5051, 5081, 5501, 5581, 5801, 5851, 6469, 6949, 8501, 9001, 9049, 9221, 9551, 9649, 9851, 9949, 20021, 20201, 50207, 60649, 80051, 666649, 946669, 5200007, 22000001, 60000049, 66000049, 66600049, 80555551, 555555555551, 5000000000000000000000000000027} Base 11: 1068 Athena (probable) primes (including 1 unproven probable prime: 57₆₂₆₆₈), the largest of which has 62669 digits (it is 57₆₂₆₆₈, and its algebraic form is (57×11⁶²⁶⁶⁸−7)/10), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel11 Data of Athena (probable) primes base 11] Base 12: 106 Athena primes (the largest of which has 42 digits (it is 40₃₉77, and its algebraic form is 4×12⁴¹+91)): {11, 15, 17, 1B, 25, 27, 31, 35, 37, 3B, 45, 4B, 51, 57, 5B, 61, 67, 6B, 75, 81, 85, 87, 8B, 91, 95, A7, AB, B5, B7, 221, 241, 2A1, 2B1, 2BB, 401, 421, 447, 471, 497, 565, 655, 665, 701, 70B, 721, 747, 771, 77B, 797, 7A1, 7BB, 907, 90B, 9BB, A41, B21, B2B, 2001, 200B, 202B, 222B, 229B, 292B, 299B, 4441, 4707, 4777, 6A05, 6AA5, 729B, 7441, 7B41, 929B, 9777, 992B, 9947, 997B, 9997, A0A1, A201, A605, A6A5, AA65, B001, B0B1, BB01, BB41, 600A5, 7999B, 9999B, AAAA1, B04A1, B0B9B, BAA01, BAAA1, BB09B, BBBB1, 44AAA1, A00065, BBBAA1, AAA0001, B00099B, AA000001, BBBBBB99B, B0000000000000000000000000009B, 400000000000000000000000000000000000000077} Base 13: 3197 Athena (probable) primes (including 4 unproven probable primes: C5₂₃₇₅₅C, 80₃₂₀₁₇111, 95₁₉₇₄₂₀, A3₅₉₂₁₉₇A), the largest of which has 592199 digits (it is A3₅₉₂₁₉₇A, and its algebraic form is (41×13⁵⁹²¹⁹⁸+27)/4), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel13 Data of Athena (probable) primes base 13] Base 14: 650 Athena primes, the largest of which has 19699 digits (it is 4D₁₉₆₉₈, and its algebraic form is 5×14¹⁹⁶⁹⁸−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel14 Data of Athena primes base 14] Base 15: 1284 Athena primes, the largest of which has 157 digits (it is 7₁₅₅97, and its algebraic form is (15¹⁵⁷+59)/2), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel15 Data of Athena primes base 15] Base 16: 2347 Athena (probable) primes (including 3 unproven probable primes: DB₃₂₂₃₄, 4₇₂₇₈₅DD, 3₁₁₆₁₃₇AF), the largest of which has 116139 digits (it is 3₁₁₆₁₃₇AF, and its algebraic form is (16¹¹⁶¹³⁹+619)/5), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel16 Data of Athena (probable) primes base 16] Base 17: 10415 known Athena (probable) primes (including many unproven probable primes) and 12 unsolved families (1{7}, 1F{0}7, 4{7}A, 70F{0}D, 8{B}9, 9{5}9, A{D}F, B{0}B3, {B}E9, {B}EE, F1{9}, FD0{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel17 Data of known Athena (probable) primes base 17] Base 18: 549 Athena primes, the largest of which has 6271 digits (it is C0₆₂₆₈C5, and its algebraic form is 12×18⁶²⁷⁰+221), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel18 Data of Athena primes base 18] Base 19: 31417 known Athena (probable) primes (including many unproven probable primes) and 17 unsolved families (4B5{0}H, {5}3, 5{H}05, 5{H}0H, 5{H}5, 66{B}, 71{0}177, 7AF{0}H, 97{0}3, C{H}C, EE1{6}, F{7}5, F{B}G, F{D}F, H0F{0}7A, HB{0}5B5, II{D}, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel19 Data of known Athena (probable) primes base 19] Base 20: 3314 Athena primes, the largest of which has 6271 digits (it is G0₆₂₆₉D, and its algebraic form is 16×20⁶²⁷⁰+13), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel20 Data of Athena primes base 20] Base 21: 13386 known Athena (probable) primes (including many unproven probable primes) and 8 unsolved families (5{0}DJ, {9}D, B3{0}EB, B{H}6H, C{F}0K, {F}35, G{0}FK, H{0}7771, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel21 Data of known Athena (probable) primes base 21] Base 22: 8003 Athena (probable) primes (including 1 unproven probable prime: BK₂₂₀₀₁5), the largest of which has 22003 digits (it is BK₂₂₀₀₁5, and its algebraic form is (251×22²²⁰⁰²−335)/21), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel22 Data of Athena (probable) primes base 22] Base 23: 65178 known Athena (probable) primes (including many unproven probable primes) and 87 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel23 Data of known Athena (probable) primes base 23] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left23 Data of unsolved families for Athena problem base 23] Base 24: 3409 Athena primes, the largest of which has 8134 digits (it is N00N₈₁₂₉LN, and its algebraic form is 13249×24⁸¹³¹−49), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel24 Data of Athena primes base 24] Base 25: 133639 known Athena (probable) primes (including many unproven probable primes) and 85 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel25 Data of known Athena (probable) primes base 25] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left25 Data of unsolved families for Athena problem base 25] Base 26: 25256 known Athena (probable) primes (including 7 unproven probable primes: 5₁₉₃₉₁6F, 7₂₀₂₇₉OL, LD0₂₀₉₇₅7, 6K₂₃₃₀₀5, J0₄₄₃₀₃KCB, M0₆₁₁₈₆2BB, 85M₁₉₇₀₆₀B) and 3 unsolved families ({A}6F, {H}MH, {I}GL, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel26 Data of known Athena (probable) primes base 26] Base 27: 102852 known Athena (probable) primes (including many unproven probable primes) and 44 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel27 Data of known Athena (probable) primes base 27] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left27 Data of unsolved families for Athena problem base 27] Base 28: 25528 known Athena (probable) primes (including 3 unproven probable primes: N6₂₄₀₅₁LR, 5OA₃₁₂₃₈F, O4O₉₄₅₃₅9) and 1 unsolved family (O{A}F, no primes or probable primes with length ≤ 900000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel28 Data of known Athena (probable) primes base 28] Base 29: 355242 known Athena (probable) primes (including many unproven probable primes) and 125 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel29 Data of known Athena (probable) primes base 29] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left29 Data of unsolved families for Athena problem base 29] Base 30: 2619 Athena (probable) primes (including 1 unproven probable prime: I0₂₄₆₀₈D), the largest of which has 34206 digits (it is OT₃₄₂₀₅, and its algebraic form is 25×30³⁴²⁰⁵−1), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel30 Data of Athena (probable) primes base 30] Base 31: 569323 known Athena (probable) primes (including many unproven probable primes) and 77 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel31 Data of known Athena (probable) primes base 31] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left31 Data of unsolved families for Athena problem base 31] Base 32: 168882 known Athena (probable) primes (including many unproven probable primes) and 120 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel32 Data of known Athena (probable) primes base 32] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left32 Data of unsolved families for Athena problem base 32] Base 33: 280012 known Athena (probable) primes (including many unproven probable primes) and 81 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel33 Data of known Athena (probable) primes base 33] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left33 Data of unsolved families for Athena problem base 33] Base 34: 184785 known Athena (probable) primes (including many unproven probable primes) and 47 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel34 Data of known Athena (probable) primes base 34] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left34 Data of unsolved families for Athena problem base 34] Base 35: 720002 known Athena (probable) primes (including many unproven probable primes) and 60 unsolved families (no primes or probable primes with length ≤ 100000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel35 Data of known Athena (probable) primes base 35] and [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/left35 Data of unsolved families for Athena problem base 35] Base 36: 35286 known Athena (probable) primes (including 3 unproven probable primes: 7K₂₆₅₆₇Z, S0₇₅₀₀₇8H, P₈₁₉₉₃SZ) and 4 unsolved families (B{0}EUV, HM{0}N, N{0}YYN, O{L}Z, no primes or probable primes with length ≤ 200000, nor can be proven to only contain composites), see [https://raw.githubusercontent.com/xayahrainie4793/minimal-elements-of-the-prime-numbers/main/kernel36 Data of known Athena (probable) primes base 36] == Condensed table for bases 2 ≤ ''b'' ≤ 36 == {|class="wikitable" ||''b''||number of Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||base-''b'' form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' (write "''d''_''n''" if there are 5 or more (''n'') consecutive same digits ''d'')||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||length of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' in decimal||algebraic ((''a''×''b''^''n''+''c'')/''gcd''(''a''+''c'',''b''−1)) form of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||''factordb'' entry of the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b''||the top 10 known Athena primes (or probable primes, which are Athena primes assuming their primality) in base ''b'' written in base ''b'' (use lower case letters instead of upper case letters)||number of unsolved families in the Athena problem in base ''b'' (all of these left families are linear families)||searching limit of length for the unsolved families in the Athena problem in base ''b'' (if there are different searching limits for the unsolved families in the Athena problem in base ''b'', choose the lowest searching limit)|| |- ||2||1||11||2||1||3||http://factordb.com/index.php?id=3&open=ecm||http://factordb.com/index.php?showid=3&base=2||0||–|| |- ||3||3||111<br>21<br>12||3<br>2<br>2||2<br>1<br>1||13<br>7<br>5||http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=13&base=3<br>http://factordb.com/index.php?showid=7&base=3<br>http://factordb.com/index.php?showid=5&base=3<nowiki/>||0||–|| |- ||4||5||221<br>31<br>23<br>13<br>11||3<br>2<br>2<br>2<br>2||2<br>2<br>2<br>1<br>1||41<br>13<br>11<br>7<br>5||http://factordb.com/index.php?id=41&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<br>http://factordb.com/index.php?id=7&open=ecm<br>http://factordb.com/index.php?id=5&open=ecm<nowiki/>||http://factordb.com/index.php?showid=41&base=4<br>http://factordb.com/index.php?showid=13&base=4<br>http://factordb.com/index.php?showid=11&base=4<br>http://factordb.com/index.php?showid=7&base=4<br>http://factordb.com/index.php?showid=5&base=4<nowiki/>||0||–|| |- ||5||22||10₉₃13<br>300031<br>44441<br>33331<br>33001<br>30301<br>14444<br>10103<br>3101<br>414||96<br>6<br>5<br>5<br>5<br>5<br>5<br>5<br>4<br>3||67<br>4<br>4<br>4<br>4<br>4<br>4<br>3<br>3<br>3||5⁹⁵+8<br>9391<br>3121<br>2341<br>2251<br>1951<br>1249<br>653<br>401<br>109||http://factordb.com/index.php?id=1100000000034686071&open=ecm<br>http://factordb.com/index.php?id=9391&open=ecm<br>http://factordb.com/index.php?id=3121&open=ecm<br>http://factordb.com/index.php?id=2341&open=ecm<br>http://factordb.com/index.php?id=2251&open=ecm<br>http://factordb.com/index.php?id=1951&open=ecm<br>http://factordb.com/index.php?id=1249&open=ecm<br>http://factordb.com/index.php?id=653&open=ecm<br>http://factordb.com/index.php?id=401&open=ecm<br>http://factordb.com/index.php?id=109&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000034686071&base=5<br>http://factordb.com/index.php?showid=9391&base=5<br>http://factordb.com/index.php?showid=3121&base=5<br>http://factordb.com/index.php?showid=2341&base=5<br>http://factordb.com/index.php?showid=2251&base=5<br>http://factordb.com/index.php?showid=1951&base=5<br>http://factordb.com/index.php?showid=1249&base=5<br>http://factordb.com/index.php?showid=653&base=5<br>http://factordb.com/index.php?showid=401&base=5<br>http://factordb.com/index.php?showid=109&base=5<nowiki/>||0||–|| |- ||6||11||40041<br>4441<br>4401<br>51<br>45<br>35<br>31<br>25<br>21<br>15||5<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||4<br>4<br>4<br>2<br>2<br>2<br>2<br>2<br>2<br>2||5209<br>1033<br>1009<br>31<br>29<br>23<br>19<br>17<br>13<br>11||http://factordb.com/index.php?id=5209&open=ecm<br>http://factordb.com/index.php?id=1033&open=ecm<br>http://factordb.com/index.php?id=1009&open=ecm<br>http://factordb.com/index.php?id=31&open=ecm<br>http://factordb.com/index.php?id=29&open=ecm<br>http://factordb.com/index.php?id=23&open=ecm<br>http://factordb.com/index.php?id=19&open=ecm<br>http://factordb.com/index.php?id=17&open=ecm<br>http://factordb.com/index.php?id=13&open=ecm<br>http://factordb.com/index.php?id=11&open=ecm<nowiki/>||http://factordb.com/index.php?showid=5209&base=6<br>http://factordb.com/index.php?showid=1033&base=6<br>http://factordb.com/index.php?showid=1009&base=6<br>http://factordb.com/index.php?showid=31&base=6<br>http://factordb.com/index.php?showid=29&base=6<br>http://factordb.com/index.php?showid=23&base=6<br>http://factordb.com/index.php?showid=19&base=6<br>http://factordb.com/index.php?showid=17&base=6<br>http://factordb.com/index.php?showid=13&base=6<br>http://factordb.com/index.php?showid=11&base=6<nowiki/>||0||–|| |- ||7||71||3₁₆1<br>510₇1<br>3₆01<br>1100021<br>531101<br>351101<br>300053<br>150001<br>100121<br>40054||17<br>10<br>8<br>7<br>6<br>6<br>6<br>6<br>6<br>5||15<br>9<br>7<br>6<br>5<br>5<br>5<br>5<br>5<br>4||(7¹⁷−5)/2<br>36×7⁸+1<br>(7⁸−47)/2<br>134471<br>91631<br>62819<br>50459<br>28813<br>16871<br>9643||http://factordb.com/index.php?id=116315256993601&open=ecm<br>http://factordb.com/index.php?id=207532837&open=ecm<br>http://factordb.com/index.php?id=2882377&open=ecm<br>http://factordb.com/index.php?id=134471&open=ecm<br>http://factordb.com/index.php?id=91631&open=ecm<br>http://factordb.com/index.php?id=62819&open=ecm<br>http://factordb.com/index.php?id=50459&open=ecm<br>http://factordb.com/index.php?id=28813&open=ecm<br>http://factordb.com/index.php?id=16871&open=ecm<br>http://factordb.com/index.php?id=9643&open=ecm<nowiki/>||http://factordb.com/index.php?showid=116315256993601&base=7<br>http://factordb.com/index.php?showid=207532837&base=7<br>http://factordb.com/index.php?showid=2882377&base=7<br>http://factordb.com/index.php?showid=134471&base=7<br>http://factordb.com/index.php?showid=91631&base=7<br>http://factordb.com/index.php?showid=62819&base=7<br>http://factordb.com/index.php?showid=50459&base=7<br>http://factordb.com/index.php?showid=28813&base=7<br>http://factordb.com/index.php?showid=16871&base=7<br>http://factordb.com/index.php?showid=9643&base=7<nowiki/>||0||–|| |- ||8||75||4₂₂₀7<br>5₁₃25<br>7₁₂1<br>77774₆1<br>74₇1<br>4₈1<br>5₅025<br>5550525<br>5500525<br>4₅77||221<br>15<br>13<br>11<br>9<br>9<br>8<br>7<br>7<br>7||200<br>14<br>12<br>10<br>9<br>8<br>8<br>7<br>7<br>7||(4×8²²¹+17)/7<br>(5×8¹⁵−173)/7<br>8¹³−7<br>(28669×8⁷−25)/7<br>(53×8⁸−25)/7<br>(4×8⁹−25)/7<br>(5×8⁸−2413)/7<br>1495381<br>1474901<br>(4×8⁷+185)/7||http://factordb.com/index.php?id=1100000000416605822&open=ecm<br>http://factordb.com/index.php?id=25131694349141&open=ecm<br>http://factordb.com/index.php?id=549755813881&open=ecm<br>http://factordb.com/index.php?id=8589035809&open=ecm<br>http://factordb.com/index.php?id=127027489&open=ecm<br>http://factordb.com/index.php?id=76695841&open=ecm<br>http://factordb.com/index.php?id=11983381&open=ecm<br>http://factordb.com/index.php?id=1495381&open=ecm<br>http://factordb.com/index.php?id=1474901&open=ecm<br>http://factordb.com/index.php?id=1198399&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000416605822&base=8<br>http://factordb.com/index.php?showid=25131694349141&base=8<br>http://factordb.com/index.php?showid=549755813881&base=8<br>http://factordb.com/index.php?showid=8589035809&base=8<br>http://factordb.com/index.php?showid=127027489&base=8<br>http://factordb.com/index.php?showid=76695841&base=8<br>http://factordb.com/index.php?showid=11983381&base=8<br>http://factordb.com/index.php?showid=1495381&base=8<br>http://factordb.com/index.php?showid=1474901&base=8<br>http://factordb.com/index.php?showid=1198399&base=8<nowiki/>||0||–|| |- ||9||151||30₁₁₅₈11<br>27₆₈₆07<br>76₃₂₉2<br>561₃₆<br>10₂₅57<br>30₂₀51<br>8₁₉335<br>727₁₅07<br>51₁₃61<br>10₁₁507||1161<br>689<br>331<br>38<br>28<br>23<br>22<br>19<br>16<br>15||1108<br>657<br>316<br>37<br>26<br>22<br>21<br>19<br>16<br>14||3×9¹¹⁶⁰+10<br>(23×9⁶⁸⁸−511)/8<br>(31×9³³⁰−19)/4<br>(409×9³⁶−1)/8<br>9²⁷+52<br>3×9²²+46<br>9²²−454<br>(527×9¹⁷−511)/8<br>(41×9¹⁵+359)/8<br>9¹⁴+412||http://factordb.com/index.php?id=1100000002376318423&open=prime<br>http://factordb.com/index.php?id=1100000002495467486&open=prime<br>http://factordb.com/index.php?id=1100000002359003642&open=prime<br>http://factordb.com/index.php?id=1100000001554010824&open=ecm<br>http://factordb.com/index.php?id=1100000002512830927&open=ecm<br>http://factordb.com/index.php?id=1100000000032261811&open=ecm<br>http://factordb.com/index.php?id=1100000002495736583&open=ecm<br>http://factordb.com/index.php?id=1100000003446800389&open=ecm<br>http://factordb.com/index.php?id=1055192051985121&open=ecm<br>http://factordb.com/index.php?id=22876792455373&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002376318423&base=9<br>http://factordb.com/index.php?showid=1100000002495467486&base=9<br>http://factordb.com/index.php?showid=1100000002359003642&base=9<br>http://factordb.com/index.php?showid=1100000001554010824&base=9<br>http://factordb.com/index.php?showid=1100000002512830927&base=9<br>http://factordb.com/index.php?showid=1100000000032261811&base=9<br>http://factordb.com/index.php?showid=1100000002495736583&base=9<br>http://factordb.com/index.php?showid=1100000003446800389&base=9<br>http://factordb.com/index.php?showid=1055192051985121&base=9<br>http://factordb.com/index.php?showid=22876792455373&base=9<nowiki/>||0||–|| |- ||10||77||50₂₈27<br>5₁₁1<br>805₅1<br>66600049<br>66000049<br>60₅49<br>220₅1<br>5200007<br>946669<br>666649||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||31<br>12<br>8<br>8<br>8<br>8<br>8<br>7<br>6<br>6||5×10³⁰+27<br>(5×10¹²−41)/9<br>(725×10⁶−41)/9<br>66600049<br>66000049<br>6×10⁷+49<br>22×10⁶+1<br>5200007<br>946669<br>666649||http://factordb.com/index.php?id=1100000000204142046&open=ecm<br>http://factordb.com/index.php?id=555555555551&open=ecm<br>http://factordb.com/index.php?id=80555551&open=ecm<br>http://factordb.com/index.php?id=66600049&open=ecm<br>http://factordb.com/index.php?id=66000049&open=ecm<br>http://factordb.com/index.php?id=60000049&open=ecm<br>http://factordb.com/index.php?id=22000001&open=ecm<br>http://factordb.com/index.php?id=5200007&open=ecm<br>http://factordb.com/index.php?id=946669&open=ecm<br>http://factordb.com/index.php?id=666649&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000204142046&base=10<br>http://factordb.com/index.php?showid=555555555551&base=10<br>http://factordb.com/index.php?showid=80555551&base=10<br>http://factordb.com/index.php?showid=66600049&base=10<br>http://factordb.com/index.php?showid=66000049&base=10<br>http://factordb.com/index.php?showid=60000049&base=10<br>http://factordb.com/index.php?showid=22000001&base=10<br>http://factordb.com/index.php?showid=5200007&base=10<br>http://factordb.com/index.php?showid=946669&base=10<br>http://factordb.com/index.php?showid=666649&base=10<nowiki/>||0||–|| |- ||11||1068||57₆₂₆₆₈<br>557₁₀₁₁<br>7₇₅₉44<br>A₇₁₃58<br>85₂₂₀05<br>507₂₀₆<br>5₁₆₁2A<br>50₁₂₆57<br>10₁₂₅51<br>326₁₂₂||62669<br>1013<br>761<br>715<br>223<br>208<br>163<br>129<br>128<br>124||65263<br>1055<br>793<br>745<br>233<br>217<br>170<br>134<br>133<br>129||(57×11⁶²⁶⁶⁸−7)/10<br>(607×11¹⁰¹¹−7)/10<br>(7×11⁷⁶¹−367)/10<br>11⁷¹⁵−58<br>(17×11²²²−111)/2<br>(557×11²⁰⁶−7)/10<br>(11¹⁶³−57)/2<br>5×11¹²⁸+62<br>11¹²⁷+56<br>(178×11¹²²−3)/5||http://factordb.com/index.php?id=1100000003573679860&open=prime<br>http://factordb.com/index.php?id=1100000002361376522&open=prime<br>http://factordb.com/index.php?id=1100000002505568840&open=prime<br>http://factordb.com/index.php?id=1100000003576826487&open=prime<br>http://factordb.com/index.php?id=1100000003576826769&open=ecm<br>http://factordb.com/index.php?id=1100000002518512744&open=ecm<br>http://factordb.com/index.php?id=1100000002391585327&open=ecm<br>http://factordb.com/index.php?id=1100000002632393378&open=ecm<br>http://factordb.com/index.php?id=1100000002391531300&open=ecm<br>http://factordb.com/index.php?id=1100000003576826781&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003573679860&base=11<br>http://factordb.com/index.php?showid=1100000002361376522&base=11<br>http://factordb.com/index.php?showid=1100000002505568840&base=11<br>http://factordb.com/index.php?showid=1100000003576826487&base=11<br>http://factordb.com/index.php?showid=1100000003576826769&base=11<br>http://factordb.com/index.php?showid=1100000002518512744&base=11<br>http://factordb.com/index.php?showid=1100000002391585327&base=11<br>http://factordb.com/index.php?showid=1100000002632393378&base=11<br>http://factordb.com/index.php?showid=1100000002391531300&base=11<br>http://factordb.com/index.php?showid=1100000003576826781&base=11<nowiki/>||0||–|| |- ||12||106||40₃₉77<br>B0₂₇9B<br>B₆99B<br>AA0₅1<br>B00099B<br>AAA0001<br>BBBAA1<br>A00065<br>44AAA1<br>BBBB1||42<br>30<br>9<br>8<br>7<br>7<br>6<br>6<br>6<br>5||45<br>33<br>10<br>9<br>8<br>8<br>7<br>7<br>7<br>6||4×12⁴¹+91<br>11×12²⁹+119<br>12⁹−313<br>130×12⁶+1<br>32847239<br>32555521<br>2985817<br>2488397<br>1097113<br>248821||http://factordb.com/index.php?id=1100000002375054575&open=ecm<br>http://factordb.com/index.php?id=1100000002354113100&open=ecm<br>http://factordb.com/index.php?id=5159780039&open=ecm<br>http://factordb.com/index.php?id=388177921&open=ecm<br>http://factordb.com/index.php?id=32847239&open=ecm<br>http://factordb.com/index.php?id=32555521&open=ecm<br>http://factordb.com/index.php?id=2985817&open=ecm<br>http://factordb.com/index.php?id=2488397&open=ecm<br>http://factordb.com/index.php?id=1097113&open=ecm<br>http://factordb.com/index.php?id=248821&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002375054575&base=12<br>http://factordb.com/index.php?showid=1100000002354113100&base=12<br>http://factordb.com/index.php?showid=5159780039&base=12<br>http://factordb.com/index.php?showid=388177921&base=12<br>http://factordb.com/index.php?showid=32847239&base=12<br>http://factordb.com/index.php?showid=32555521&base=12<br>http://factordb.com/index.php?showid=2985817&base=12<br>http://factordb.com/index.php?showid=2488397&base=12<br>http://factordb.com/index.php?showid=1097113&base=12<br>http://factordb.com/index.php?showid=248821&base=12<nowiki/>||0||–|| |- ||13||3197||A3₅₉₂₁₉₇A<br>95₁₉₇₄₂₀<br>80₃₂₀₁₇111<br>C5₂₃₇₅₅C<br>C₁₀₆₃₁92<br>B0₆₅₄₀BBA<br>390₆₂₆₆1<br>1770₂₇₀₃17<br>720₂₂₉₇2<br>930₁₅₅₁1||592199<br>197421<br>32021<br>23757<br>10633<br>6544<br>6269<br>2708<br>2300<br>1554||659677<br>219916<br>35670<br>26464<br>11845<br>7290<br>6983<br>3016<br>2562<br>1731||(41×13⁵⁹²¹⁹⁸+27)/4<br>(113×13¹⁹⁷⁴²⁰−5)/12<br>8×13³²⁰²⁰+183<br>(149×13²³⁷⁵⁶+79)/12<br>13¹⁰⁶³³−50<br>11×13⁶⁵⁴³+2012<br>48×13⁶²⁶⁷+1<br>267×13²⁷⁰⁵+20<br>93×13²²⁹⁸+2<br>120×13¹⁵⁵²+1||http://factordb.com/index.php?id=1100000005489162806&open=prime<br>http://factordb.com/index.php?id=1100000003943359311&open=prime<br>http://factordb.com/index.php?id=1100000000490878060&open=prime<br>http://factordb.com/index.php?id=1100000003590647776&open=prime<br>http://factordb.com/index.php?id=1100000003590493750&open=prime<br>http://factordb.com/index.php?id=1100000002616382906&open=prime<br>http://factordb.com/index.php?id=1100000000765961441&open=prime<br>http://factordb.com/index.php?id=1100000003590430825&open=prime<br>http://factordb.com/index.php?id=1100000002632396910&open=prime<br>http://factordb.com/index.php?id=1100000000765961452&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005489162806&base=13<br>http://factordb.com/index.php?showid=1100000003943359311&base=13<br>http://factordb.com/index.php?showid=1100000000490878060&base=13<br>http://factordb.com/index.php?showid=1100000003590647776&base=13<br>http://factordb.com/index.php?showid=1100000003590493750&base=13<br>http://factordb.com/index.php?showid=1100000002616382906&base=13<br>http://factordb.com/index.php?showid=1100000000765961441&base=13<br>http://factordb.com/index.php?showid=1100000003590430825&base=13<br>http://factordb.com/index.php?showid=1100000002632396910&base=13<br>http://factordb.com/index.php?showid=1100000000765961452&base=13<nowiki/>||0||–|| |- ||14||650||4D₁₉₆₉₈<br>34D₇₀₈<br>8D₁₄₁85<br>8₈₆B<br>40₈₃49<br>8C₇₉3<br>18₇₉B<br>6B₇₇2B<br>4₆₃09<br>A₅₉3||19699<br>710<br>144<br>87<br>86<br>81<br>81<br>80<br>65<br>60||22578<br>814<br>165<br>100<br>99<br>93<br>92<br>92<br>74<br>69||5×14¹⁹⁶⁹⁸−1<br>47×14⁷⁰⁸−1<br>9×14¹⁴³−79<br>(8×14⁸⁷+31)/13<br>4×14⁸⁵+65<br>(116×14⁸⁰−129)/13<br>(21×14⁸⁰+31)/13<br>(89×14⁷⁹−1649)/13<br>(4×14⁶⁵−667)/13<br>(10×14⁶⁰−101)/13||http://factordb.com/index.php?id=1100000000884560233&open=prime<br>http://factordb.com/index.php?id=1100000001540144903&open=prime<br>http://factordb.com/index.php?id=1100000003575856650&open=ecm<br>http://factordb.com/index.php?id=1100000002321014379&open=ecm<br>http://factordb.com/index.php?id=1100000000823937973&open=ecm<br>http://factordb.com/index.php?id=1100000002631073246&open=ecm<br>http://factordb.com/index.php?id=1100000002384401372&open=ecm<br>http://factordb.com/index.php?id=1100000002631077787&open=ecm<br>http://factordb.com/index.php?id=1100000000840126683&open=ecm<br>http://factordb.com/index.php?id=1100000002321038522&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000884560233&base=14<br>http://factordb.com/index.php?showid=1100000001540144903&base=14<br>http://factordb.com/index.php?showid=1100000003575856650&base=14<br>http://factordb.com/index.php?showid=1100000002321014379&base=14<br>http://factordb.com/index.php?showid=1100000000823937973&base=14<br>http://factordb.com/index.php?showid=1100000002631073246&base=14<br>http://factordb.com/index.php?showid=1100000002384401372&base=14<br>http://factordb.com/index.php?showid=1100000002631077787&base=14<br>http://factordb.com/index.php?showid=1100000000840126683&base=14<br>http://factordb.com/index.php?showid=1100000002321038522&base=14<nowiki/>||0||–|| |- ||15||1284||7₁₅₅97<br>E₁₄₅397<br>96₁₀₄08<br>7₇₃CE<br>7₅₉CCE<br>50₃₃17<br>EB₃₁<br>6330₂₆1<br>7050₂₄B<br>B70₂₄1||157<br>148<br>107<br>75<br>62<br>36<br>32<br>30<br>28<br>27||185<br>175<br>126<br>88<br>73<br>42<br>38<br>35<br>33<br>32||(15¹⁵⁷+59)/2<br>15¹⁴⁸−2558<br>(66×15¹⁰⁶−619)/7<br>(15⁷⁵+163)/2<br>(15⁶²+2413)/2<br>5×15³⁵+22<br>(207×15³¹−11)/14<br>1398×15²⁷+1<br>1580×15²⁵+11<br>172×15²⁵+1||http://factordb.com/index.php?id=1100000002454891840&open=ecm<br>http://factordb.com/index.php?id=1100000002454900849&open=ecm<br>http://factordb.com/index.php?id=1100000000823937997&open=ecm<br>http://factordb.com/index.php?id=1100000003588407143&open=ecm<br>http://factordb.com/index.php?id=1100000003588407386&open=ecm<br>http://factordb.com/index.php?id=1100000002632398579&open=ecm<br>http://factordb.com/index.php?id=1100000002321033312&open=ecm<br>http://factordb.com/index.php?id=1100000002391199877&open=ecm<br>http://factordb.com/index.php?id=1100000003588407806&open=ecm<br>http://factordb.com/index.php?id=1100000000851967288&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000002454891840&base=15<br>http://factordb.com/index.php?showid=1100000002454900849&base=15<br>http://factordb.com/index.php?showid=1100000000823937997&base=15<br>http://factordb.com/index.php?showid=1100000003588407143&base=15<br>http://factordb.com/index.php?showid=1100000003588407386&base=15<br>http://factordb.com/index.php?showid=1100000002632398579&base=15<br>http://factordb.com/index.php?showid=1100000002321033312&base=15<br>http://factordb.com/index.php?showid=1100000002391199877&base=15<br>http://factordb.com/index.php?showid=1100000003588407806&base=15<br>http://factordb.com/index.php?showid=1100000000851967288&base=15<nowiki/>||0||–|| |- ||16||2347||3₁₁₆₁₃₇AF<br>4₇₂₇₈₅DD<br>DB₃₂₂₃₄<br>D0B₁₇₈₀₄<br>5BC₃₇₀₀D<br>90₃₅₄₂91<br>300F₁₉₆₀AF<br>20₁₇₁₃321<br>F8₁₅₁₇F<br>FAF₁₀₆₂45||116139<br>72787<br>32235<br>17806<br>3703<br>3545<br>1965<br>1717<br>1519<br>1066||139845<br>87644<br>38815<br>21441<br>4459<br>4269<br>2366<br>2067<br>1830<br>1284||(16¹¹⁶¹³⁹+619)/5<br>(4×16⁷²⁷⁸⁷+2291)/15<br>(206×16³²²³⁴−11)/15<br>(3131×16¹⁷⁸⁰⁴−11)/15<br>(459×16³⁷⁰¹+1)/5<br>9×16³⁵⁴⁴+145<br>769×16¹⁹⁶²−81<br>2×16¹⁷¹⁶+801<br>(233×16¹⁵¹⁸+97)/15<br>251×16¹⁰⁶⁴−187||http://factordb.com/index.php?id=1100000003851731988&open=prime<br>http://factordb.com/index.php?id=1100000003615909841&open=prime<br>http://factordb.com/index.php?id=1100000002383583629&open=prime<br>http://factordb.com/index.php?id=1100000003589278511&open=prime<br>http://factordb.com/index.php?id=1100000000993764322&open=prime<br>http://factordb.com/index.php?id=1100000000633424191&open=prime<br>http://factordb.com/index.php?id=1100000003588368750&open=prime<br>http://factordb.com/index.php?id=1100000003588386735&open=prime<br>http://factordb.com/index.php?id=1100000000633744824&open=prime<br>http://factordb.com/index.php?id=1100000003588387610&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003851731988&base=16<br>http://factordb.com/index.php?showid=1100000003615909841&base=16<br>http://factordb.com/index.php?showid=1100000002383583629&base=16<br>http://factordb.com/index.php?showid=1100000003589278511&base=16<br>http://factordb.com/index.php?showid=1100000000993764322&base=16<br>http://factordb.com/index.php?showid=1100000000633424191&base=16<br>http://factordb.com/index.php?showid=1100000003588368750&base=16<br>http://factordb.com/index.php?showid=1100000003588386735&base=16<br>http://factordb.com/index.php?showid=1100000000633744824&base=16<br>http://factordb.com/index.php?showid=1100000003588387610&base=16<nowiki/>||0||–|| |- ||17||10415~10427||95F₁₉₈₈₅₅<br>B0₁₈₉₀₈₃DB<br>F70₁₈₆₇₆₇1<br>970₁₆₆₀₄₇1<br>510₁₂₄₀₇₄D<br>49₁₁₁₃₃₃<br>B₆₇₁₀₃2E<br>570₅₁₃₁₀1<br>E9B₄₄₇₃₂<br>D0GD₃₇₀₉₆||198857<br>189086<br>186770<br>166050<br>124077<br>111334<br>67105<br>51313<br>44734<br>37099||244684<br>232661<br>229811<br>204316<br>152670<br>136991<br>82570<br>63138<br>55043<br>45649||(2543×17¹⁹⁸⁸⁵⁵−15)/16<br>11×17¹⁸⁹⁰⁸⁵+232<br>262×17¹⁸⁶⁷⁶⁸+1<br>160×17¹⁶⁶⁰⁴⁸+1<br>86×17¹²⁴⁰⁷⁵+13<br>(73×17¹¹¹³³³−9)/16<br>(11×17⁶⁷¹⁰⁵−2411)/16<br>92×17⁵¹³¹¹+1<br>(3963×17⁴⁴⁷³²−11)/16<br>(60381×17³⁷⁰⁹⁶−13)/16||http://factordb.com/index.php?id=1100000008610514108&open=prime<br>http://factordb.com/index.php?id=1100000008610515753&open=prime<br>http://factordb.com/index.php?id=1100000000765961429&open=prime<br>http://factordb.com/index.php?id=1100000000765961411&open=prime<br>http://factordb.com/index.php?id=1100000008610516879&open=prime<br>http://factordb.com/index.php?id=1100000000808118219&open=prime<br>http://factordb.com/index.php?id=1100000003993647842&open=prime<br>http://factordb.com/index.php?id=1100000000765961389&open=prime<br>http://factordb.com/index.php?id=1100000003883765450&open=prime<br>http://factordb.com/index.php?id=1100000003848346668&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008610514108&base=17<br>http://factordb.com/index.php?showid=1100000008610515753&base=17<br>http://factordb.com/index.php?showid=1100000000765961429&base=17<br>http://factordb.com/index.php?showid=1100000000765961411&base=17<br>http://factordb.com/index.php?showid=1100000008610516879&base=17<br>http://factordb.com/index.php?showid=1100000000808118219&base=17<br>http://factordb.com/index.php?showid=1100000003993647842&base=17<br>http://factordb.com/index.php?showid=1100000000765961389&base=17<br>http://factordb.com/index.php?showid=1100000003883765450&base=17<br>http://factordb.com/index.php?showid=1100000003848346668&base=17<nowiki/>||12||200000|| |- ||18||549||C0₆₂₆₈C5<br>H₇₆₆FH<br>80₂₉₈B<br>C0₁₁₆F5<br>HD₉₃<br>GG0₃₀1<br>CF₃₀5<br>B₁₉6B<br>CCF₁₄5<br>7₁₄G7||6271<br>768<br>300<br>119<br>94<br>33<br>32<br>21<br>17<br>16||7872<br>965<br>377<br>150<br>118<br>42<br>41<br>27<br>22<br>20||12×18⁶²⁷⁰+221<br>18⁷⁶⁸−37<br>8×18²⁹⁹+11<br>12×18¹¹⁸+275<br>(302×18⁹³−13)/17<br>304×18³¹+1<br>(219×18³¹−185)/17<br>(11×18²¹−1541)/17<br>(3891×18¹⁵−185)/17<br>(7×18¹⁶+2747)/17||http://factordb.com/index.php?id=1100000003590442437&open=prime<br>http://factordb.com/index.php?id=1100000003590430490&open=prime<br>http://factordb.com/index.php?id=1100000002355574745&open=prime<br>http://factordb.com/index.php?id=1100000002632837015&open=ecm<br>http://factordb.com/index.php?id=1100000002321052894&open=ecm<br>http://factordb.com/index.php?id=1100000000819230161&open=ecm<br>http://factordb.com/index.php?id=1100000002631240657&open=ecm<br>http://factordb.com/index.php?id=1100000003590430474&open=ecm<br>http://factordb.com/index.php?id=1100000003590430470&open=ecm<br>http://factordb.com/index.php?id=1100000003590430465&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000003590442437&base=18<br>http://factordb.com/index.php?showid=1100000003590430490&base=18<br>http://factordb.com/index.php?showid=1100000002355574745&base=18<br>http://factordb.com/index.php?showid=1100000002632837015&base=18<br>http://factordb.com/index.php?showid=1100000002321052894&base=18<br>http://factordb.com/index.php?showid=1100000000819230161&base=18<br>http://factordb.com/index.php?showid=1100000002631240657&base=18<br>http://factordb.com/index.php?showid=1100000003590430474&base=18<br>http://factordb.com/index.php?showid=1100000003590430470&base=18<br>http://factordb.com/index.php?showid=1100000003590430465&base=18<nowiki/>||0||–|| |- ||19||31417~31434||1E70₁₂₂₈₉₆1<br>40₁₂₁₈₄₆HB5<br>35₁₂₀₅₆₂<br>FH0H₁₁₂₆₅₉<br>FG6₁₁₀₉₈₄<br>H₈₆₂₉₁6<br>D90₇₃₀₄₆9<br>4F0₄₉₈₄₇6<br>2₄₈₂₂₄7<br>2₄₅₈₈₆7A||122900<br>121850<br>120563<br>112662<br>110986<br>86292<br>73049<br>49850<br>48225<br>45888||157158<br>155816<br>154170<br>144067<br>110347<br>141924<br>93412<br>63746<br>61667<br>58679||634×19¹²²⁸⁹⁷+1<br>4×19¹²¹⁸⁴⁹+6351<br>(59×19¹²⁰⁵⁶²−5)/18<br>(103301×19¹¹²⁶⁵⁹−17)/18<br>(904×19¹¹⁰⁹⁸⁴−1)/3<br>(17×19⁸⁶²⁹²−215)/18<br>256×19⁷³⁰⁴⁷+9<br>91×19⁴⁹⁸⁴⁸+6<br>(19⁴⁸²²⁵+44)/9<br>(19⁴⁵⁸⁸⁸+926)/9||http://factordb.com/index.php?id=1100000001582289581&open=prime<br>http://factordb.com/index.php?id=1100000008755307222&open=prime<br>http://factordb.com/index.php?id=1100000005513825027&open=prime<br>http://factordb.com/index.php?id=1100000008755311453&open=prime<br>http://factordb.com/index.php?id=1100000000808118212&open=prime<br>http://factordb.com/index.php?id=1100000004163040839&open=prime<br>http://factordb.com/index.php?id=1100000003998413751&open=prime<br>http://factordb.com/index.php?id=1100000000808118332&open=prime<br>http://factordb.com/index.php?id=1100000003949188041&open=prime<br>http://factordb.com/index.php?id=1100000003949189035&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000001582289581&base=19<br>http://factordb.com/index.php?showid=1100000008755307222&base=19<br>http://factordb.com/index.php?showid=1100000005513825027&base=19<br>http://factordb.com/index.php?showid=1100000008755311453&base=19<br>http://factordb.com/index.php?showid=1100000000808118212&base=19<br>http://factordb.com/index.php?showid=1100000004163040839&base=19<br>http://factordb.com/index.php?showid=1100000003998413751&base=19<br>http://factordb.com/index.php?showid=1100000000808118332&base=19<br>http://factordb.com/index.php?showid=1100000003949188041&base=19<br>http://factordb.com/index.php?showid=1100000003949189035&base=19<nowiki/>||17||200000|| |- ||20||3314||G0₆₂₆₉D<br>CD₂₄₄₉<br>50₁₁₆₃AJ<br>J₆₅₅05J<br>JCJ₆₂₉<br>E₅₆₆C7<br>3A₅₂₇3<br>G₄₄₇99<br>EC0₄₂₉7<br>40₃₈₇404B||6271<br>2450<br>1166<br>658<br>631<br>568<br>529<br>449<br>432<br>392||8159<br>3188<br>1517<br>857<br>821<br>739<br>688<br>585<br>562<br>510||16×20⁶²⁷⁰+13<br>(241×20²⁴⁴⁹−13)/19<br>5×20¹¹⁶⁵+219<br>20⁶⁵⁸−7881<br>393×20⁶²⁹−1<br>(14×20⁵⁶⁸−907)/19<br>(67×20⁵²⁸−143)/19<br>(16×20⁴⁴⁹−2809)/19<br>292×20⁴³⁰+7<br>4×20³⁹¹+32091||http://factordb.com/index.php?id=1100000003590539457&open=prime<br>http://factordb.com/index.php?id=1100000002325393915&open=prime<br>http://factordb.com/index.php?id=1100000003590502412&open=prime<br>http://factordb.com/index.php?id=1100000003590502490&open=prime<br>http://factordb.com/index.php?id=1100000001559454258&open=prime<br>http://factordb.com/index.php?id=1100000003590502516&open=prime<br>http://factordb.com/index.php?id=1100000003590502531&open=prime<br>http://factordb.com/index.php?id=1100000000840126753&open=prime<br>http://factordb.com/index.php?id=1100000002633348702&open=prime<br>http://factordb.com/index.php?id=1100000003590502563&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003590539457&base=20<br>http://factordb.com/index.php?showid=1100000002325393915&base=20<br>http://factordb.com/index.php?showid=1100000003590502412&base=20<br>http://factordb.com/index.php?showid=1100000003590502490&base=20<br>http://factordb.com/index.php?showid=1100000001559454258&base=20<br>http://factordb.com/index.php?showid=1100000003590502516&base=20<br>http://factordb.com/index.php?showid=1100000003590502531&base=20<br>http://factordb.com/index.php?showid=1100000000840126753&base=20<br>http://factordb.com/index.php?showid=1100000002633348702&base=20<br>http://factordb.com/index.php?showid=1100000003590502563&base=20<nowiki/>||0||–|| |- ||21||13386~13394||27₁₈₄₄₉₉9D<br>F9₁₇₈₇₇₁D<br>2FC₁₁₂₀₂₂A<br>7₁₀₈₄₅₀ID<br>40₄₇₃₃₃9G<br>B90₄₅₀₁₉E5<br>HD₃₇₄₁₄<br>BD₃₅₀₂₇B<br>990₃₃₂₃₉99H<br>5₃₀₆₀₆FEK||184502<br>178773<br>112025<br>108452<br>47336<br>45023<br>37415<br>35029<br>33244<br>30609||243952<br>236377<br>148121<br>143397<br>62588<br>59531<br>49471<br>46316<br>43956<br>40472||(47×21¹⁸⁴⁵⁰¹+953)/20<br>(309×21¹⁷⁸⁷⁷²+71)/20<br>(288×21¹¹²⁰²³−13)/5<br>(7×21¹⁰⁸⁴⁵²+4733)/20<br>4×21⁴⁷³³⁵+205<br>240×21⁴⁵⁰²¹+299<br>(353×21³⁷⁴¹⁴−13)/20<br>(233×21³⁵⁰²⁸−53)/20<br>198×21³³²⁴²+4175<br>(21³⁰⁶⁰⁹+18455)/4||http://factordb.com/index.php?id=1100000008700600990&open=prime<br>http://factordb.com/index.php?id=1100000008700596669&open=prime<br>http://factordb.com/index.php?id=1100000008700593358&open=prime<br>http://factordb.com/index.php?id=1100000008700586183&open=prime<br>http://factordb.com/index.php?id=1100000000808118331&open=prime<br>http://factordb.com/index.php?id=1100000003996110311&open=prime<br>http://factordb.com/index.php?id=1100000003996110479&open=prime<br>http://factordb.com/index.php?id=1100000003996110718&open=prime<br>http://factordb.com/index.php?id=1100000003996110944&open=prime<br>http://factordb.com/index.php?id=1100000003996111130&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008700600990&base=21<br>http://factordb.com/index.php?showid=1100000008700596669&base=21<br>http://factordb.com/index.php?showid=1100000008700593358&base=21<br>http://factordb.com/index.php?showid=1100000008700586183&base=21<br>http://factordb.com/index.php?showid=1100000000808118331&base=21<br>http://factordb.com/index.php?showid=1100000003996110311&base=21<br>http://factordb.com/index.php?showid=1100000003996110479&base=21<br>http://factordb.com/index.php?showid=1100000003996110718&base=21<br>http://factordb.com/index.php?showid=1100000003996110944&base=21<br>http://factordb.com/index.php?showid=1100000003996111130&base=21<nowiki/>||8||200000|| |- ||22||8003||BK₂₂₀₀₁5<br>7₃₈₁₅2L<br>L₂₃₈₅KE7<br>7₉₅₉K7<br>J0₇₆₇IGGJ<br>K0₇₆₀EC1<br>I₆₂₆AF<br>E60₄₉₆L<br>L₄₈₃G3<br>L0₄₅₄B63||22003<br>3817<br>2388<br>961<br>772<br>764<br>628<br>499<br>485<br>458||29538<br>5124<br>3206<br>1290<br>1037<br>1026<br>843<br>670<br>652<br>615||(251×22²²⁰⁰²−335)/21<br>(22³⁸¹⁷−289)/3<br>22²³⁸⁸−653<br>(22⁹⁶¹+857)/3<br>19×22⁷⁷¹+199779<br>20×22⁷⁶³+7041<br>(6×22⁶²⁸−1259)/7<br>314×22⁴⁹⁷+21<br>22⁴⁸⁵−129<br>21×22⁴⁵⁷+5459||http://factordb.com/index.php?id=1100000003594696838&open=prime<br>http://factordb.com/index.php?id=1100000003591359839&open=prime<br>http://factordb.com/index.php?id=1100000003591360774&open=prime<br>http://factordb.com/index.php?id=1100000003591361817&open=prime<br>http://factordb.com/index.php?id=1100000003591362567&open=prime<br>http://factordb.com/index.php?id=1100000000632724415&open=prime<br>http://factordb.com/index.php?id=1100000000632724334&open=prime<br>http://factordb.com/index.php?id=1100000000632703239&open=prime<br>http://factordb.com/index.php?id=1100000003591364730&open=prime<br>http://factordb.com/index.php?id=1100000003591365331&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003594696838&base=22<br>http://factordb.com/index.php?showid=1100000003591359839&base=22<br>http://factordb.com/index.php?showid=1100000003591360774&base=22<br>http://factordb.com/index.php?showid=1100000003591361817&base=22<br>http://factordb.com/index.php?showid=1100000003591362567&base=22<br>http://factordb.com/index.php?showid=1100000000632724415&base=22<br>http://factordb.com/index.php?showid=1100000000632724334&base=22<br>http://factordb.com/index.php?showid=1100000000632703239&base=22<br>http://factordb.com/index.php?showid=1100000003591364730&base=22<br>http://factordb.com/index.php?showid=1100000003591365331&base=22<nowiki/>||0||–|| |- ||23||65178~65265||B0₉₃₀₄₆FB<br>L₈₆₄₄₄D<br>AJ₈₁₀₆₅4<br>20₇₃₅₆₀98<br>J₆₈₂₁₇G4<br>D70₆₆₇₇₀B<br>5F₆₂₃₄₀6<br>A7M7₆₁₅₃₂<br>B30₆₁₁₃₆5<br>EJ₅₂₁₆₉||93049<br>86445<br>81067<br>73563<br>68219<br>66773<br>62342<br>61535<br>61139<br>52170||126708<br>117715<br>110391<br>100172<br>92896<br>90927<br>84893<br>83794<br>83255<br>71042||11×23⁹³⁰⁴⁸+356<br>(21×23⁸⁶⁴⁴⁵−197)/22<br>(239×23⁸¹⁰⁶⁶−349)/22<br>2×23⁷³⁵⁶²+215<br>(19×23⁶⁸²¹⁹−1867)/22<br>306×23⁶⁶⁷⁷¹+11<br>(125×23⁶²³⁴¹−213)/22<br>(120413×23⁶¹⁵³²−7)/22<br>256×23⁶¹¹³⁷+5<br>(327×23⁵²¹⁶⁹−19)/22||http://factordb.com/index.php?id=1100000004691540361&open=prime<br>http://factordb.com/index.php?id=1100000004691546739&open=prime<br>http://factordb.com/index.php?id=1100000004691548070&open=prime<br>http://factordb.com/index.php?id=1100000004691548569&open=prime<br>http://factordb.com/index.php?id=1100000004691549462&open=prime<br>http://factordb.com/index.php?id=1100000004691549803&open=prime<br>http://factordb.com/index.php?id=1100000004691551005&open=prime<br>http://factordb.com/index.php?id=1100000004691556967&open=prime<br>http://factordb.com/index.php?id=1100000004691557254&open=prime<br>http://factordb.com/index.php?id=1100000004691557548&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004691540361&base=23<br>http://factordb.com/index.php?showid=1100000004691546739&base=23<br>http://factordb.com/index.php?showid=1100000004691548070&base=23<br>http://factordb.com/index.php?showid=1100000004691548569&base=23<br>http://factordb.com/index.php?showid=1100000004691549462&base=23<br>http://factordb.com/index.php?showid=1100000004691549803&base=23<br>http://factordb.com/index.php?showid=1100000004691551005&base=23<br>http://factordb.com/index.php?showid=1100000004691556967&base=23<br>http://factordb.com/index.php?showid=1100000004691557254&base=23<br>http://factordb.com/index.php?showid=1100000004691557548&base=23<nowiki/>||87||100000|| |- ||24||3409||N00N₈₁₂₉LN<br>88N₅₉₅₁<br>A0₂₉₅₁8ID<br>D₂₆₉₈LD<br>N₂₆₄₄LLN<br>BC0₃₃₁B<br>20₃₁₃7<br>C7₂₉₈<br>D0₂₅₉KKD<br>I0₂₄₁I5||8134<br>5953<br>2955<br>2700<br>2647<br>334<br>315<br>299<br>263<br>244||11227<br>8216<br>4079<br>3727<br>3654<br>461<br>434<br>413<br>363<br>337||13249×24⁸¹³¹−49<br>201×24⁵⁹⁵¹−1<br>10×24²⁹⁵⁴+5053<br>(13×24²⁷⁰⁰+4403)/23<br>24²⁶⁴⁷−1201<br>276×24³³²+11<br>2×24³¹⁴+7<br>(283×24²⁹⁸−7)/23<br>13×24²⁶²+12013<br>18×24²⁴³+437||http://factordb.com/index.php?id=1100000003593391606&open=prime<br>http://factordb.com/index.php?id=1100000003593275880&open=prime<br>http://factordb.com/index.php?id=1100000003593269654&open=prime<br>http://factordb.com/index.php?id=1100000003593269876&open=prime<br>http://factordb.com/index.php?id=1100000003593270089&open=prime<br>http://factordb.com/index.php?id=1100000002633359842&open=prime<br>http://factordb.com/index.php?id=1100000002355610241&open=prime<br>http://factordb.com/index.php?id=1100000002326181235&open=prime<br>http://factordb.com/index.php?id=1100000003593270725&open=prime<br>http://factordb.com/index.php?id=1100000002633360037&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000003593391606&base=24<br>http://factordb.com/index.php?showid=1100000003593275880&base=24<br>http://factordb.com/index.php?showid=1100000003593269654&base=24<br>http://factordb.com/index.php?showid=1100000003593269876&base=24<br>http://factordb.com/index.php?showid=1100000003593270089&base=24<br>http://factordb.com/index.php?showid=1100000002633359842&base=24<br>http://factordb.com/index.php?showid=1100000002355610241&base=24<br>http://factordb.com/index.php?showid=1100000002326181235&base=24<br>http://factordb.com/index.php?showid=1100000003593270725&base=24<br>http://factordb.com/index.php?showid=1100000002633360037&base=24<nowiki/>||0||–|| |- ||25||133639~133724||E₉₈₃₉₆FOO<br>1J710₉₆₂₇₂1<br>NB0₈₅₅₉₈5NH<br>D70₈₁₅₈₁JJ7<br>F0₈₀₀₅₄HL<br>J010₇₅₉₄₃E7<br>K₆₇₇₇₁5I<br>LO₆₆₃₇₇KC<br>KJD0₆₃₃₉₉1<br>70₆₀₈₉₂D711||98399<br>96277<br>85603<br>81586<br>80057<br>75948<br>67773<br>66380<br>63403<br>60897||137556<br>134589<br>119668<br>114053<br>111915<br>106171<br>94743<br>92796<br>88634<br>85130||(7×25⁹⁸³⁹⁹+10613)/12<br>27676×25⁹⁶²⁷³+1<br>586×25⁸⁵⁶⁰¹+3717<br>332×25⁸¹⁵⁸⁴+12357<br>15×25⁸⁰⁰⁵⁶+446<br>11876×25⁷⁵⁹⁴⁵+357<br>(5×25⁶⁷⁷⁷³−2267)/6<br>22×25⁶⁶³⁷⁹−113<br>12988×25⁶³⁴⁰⁰+1<br>7×25⁶⁰⁸⁹⁶+207526||http://factordb.com/index.php?id=1100000000808118215&open=prime<br>http://factordb.com/index.php?id=1100000003983674902&open=prime<br>http://factordb.com/index.php?id=1100000004909706420&open=prime<br>http://factordb.com/index.php?id=1100000004909733266&open=prime<br>http://factordb.com/index.php?id=1100000004909750102&open=prime<br>http://factordb.com/index.php?id=1100000004909770736&open=prime<br>http://factordb.com/index.php?id=1100000004586986394&open=prime<br>http://factordb.com/index.php?id=1100000000808118270&open=prime<br>http://factordb.com/index.php?id=1100000004586986664&open=prime<br>http://factordb.com/index.php?id=1100000004586986798&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118215&base=25<br>http://factordb.com/index.php?showid=1100000003983674902&base=25<br>http://factordb.com/index.php?showid=1100000004909706420&base=25<br>http://factordb.com/index.php?showid=1100000004909733266&base=25<br>http://factordb.com/index.php?showid=1100000004909750102&base=25<br>http://factordb.com/index.php?showid=1100000004909770736&base=25<br>http://factordb.com/index.php?showid=1100000004586986394&base=25<br>http://factordb.com/index.php?showid=1100000000808118270&base=25<br>http://factordb.com/index.php?showid=1100000004586986664&base=25<br>http://factordb.com/index.php?showid=1100000004586986798&base=25<nowiki/>||85||100000|| |- ||26||25256~25259||85M₁₉₇₀₆₀B<br>M0₆₁₁₈₆2BB<br>J0₄₄₃₀₃KCB<br>6K₂₃₃₀₀5<br>LD0₂₀₉₇₅7<br>7₂₀₂₇₉OL<br>5₁₉₃₉₁6F<br>9GDK₁₅₉₂₀P<br>M₈₇₇₂P<br>K0₄₃₆₄I5||197063<br>61190<br>44307<br>23302<br>20978<br>20281<br>19393<br>15924<br>8773<br>4367||278839<br>86583<br>62694<br>32972<br>29684<br>28697<br>27440<br>22532<br>12414<br>6180||(5347×26¹⁹⁷⁰⁶¹−297)/25<br>22×26⁶¹¹⁸⁹+1649<br>19×26⁴⁴³⁰⁶+13843<br>(34×26²³³⁰¹−79)/5<br>559×26²⁰⁹⁷⁶+7<br>(7×26²⁰²⁸¹+11393)/25<br>(26¹⁹³⁹³+179)/5<br>(32569×26¹⁵⁹²¹+21)/5<br>(22×26⁸⁷⁷³+53)/25<br>20×26⁴³⁶⁶+473||http://factordb.com/index.php?id=1100000008573990023&open=prime<br>http://factordb.com/index.php?id=1100000003968169875&open=prime<br>http://factordb.com/index.php?id=1100000003968156595&open=prime<br>http://factordb.com/index.php?id=1100000003892628745&open=prime<br>http://factordb.com/index.php?id=1100000003892628658&open=prime<br>http://factordb.com/index.php?id=1100000003892628605&open=prime<br>http://factordb.com/index.php?id=1100000003850151202&open=prime<br>http://factordb.com/index.php?id=1100000003850155316&open=prime<br>http://factordb.com/index.php?id=1100000000758011195&open=prime<br>http://factordb.com/index.php?id=1100000002634136508&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008573990023&base=26<br>http://factordb.com/index.php?showid=1100000003968169875&base=26<br>http://factordb.com/index.php?showid=1100000003968156595&base=26<br>http://factordb.com/index.php?showid=1100000003892628745&base=26<br>http://factordb.com/index.php?showid=1100000003892628658&base=26<br>http://factordb.com/index.php?showid=1100000003892628605&base=26<br>http://factordb.com/index.php?showid=1100000003850151202&base=26<br>http://factordb.com/index.php?showid=1100000003850155316&base=26<br>http://factordb.com/index.php?showid=1100000000758011195&base=26<br>http://factordb.com/index.php?showid=1100000002634136508&base=26<nowiki/>||3||200000|| |- ||27||102852~102896||CA0F₈₈₈₈₃A<br>GNN0₇₈₇₉₅N<br>O44L₆₆₀₁₆7<br>NJ0₆₄₃₆₉H<br>ME₄₉₆₄₀9G<br>PH0₄₇₈₉₀1<br>QF₄₇₁₆₅AF5<br>J0₄₀₇₉₁PD<br>510₃₉₁₆₄I07<br>NGN0₃₆₃₂₉N||88887<br>78799<br>66020<br>64372<br>49643<br>47893<br>47169<br>40794<br>39169<br>36333||127230<br>112790<br>94499<br>92140<br>71058<br>68553<br>67516<br>58391<br>56065<br>52006||(234483×27⁸⁸⁸⁸⁴−145)/26<br>12308×27⁷⁸⁷⁹⁶+23<br>(457829×27⁶⁶⁰¹⁷−385)/26<br>640×27⁶⁴³⁷⁰+17<br>(293×27⁴⁹⁶⁴²−1736)/13<br>692×27⁴⁷⁸⁹¹+1<br>(691×27⁴⁷¹⁶⁸−95045)/26<br>19×27⁴⁰⁷⁹³+688<br>136×27³⁹¹⁶⁷+13129<br>17222×27³⁶³³⁰+23||http://factordb.com/index.php?id=1100000000808118233&open=prime<br>http://factordb.com/index.php?id=1100000004681348398&open=prime<br>http://factordb.com/index.php?id=1100000004374140861&open=prime<br>http://factordb.com/index.php?id=1100000004374138999&open=prime<br>http://factordb.com/index.php?id=1100000000819229859&open=prime<br>http://factordb.com/index.php?id=1100000004102754118&open=prime<br>http://factordb.com/index.php?id=1100000004102755880&open=prime<br>http://factordb.com/index.php?id=1100000004102758254&open=prime<br>http://factordb.com/index.php?id=1100000004102875088&open=prime<br>http://factordb.com/index.php?id=1100000004103372866&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118233&base=27<br>http://factordb.com/index.php?showid=1100000004681348398&base=27<br>http://factordb.com/index.php?showid=1100000004374140861&base=27<br>http://factordb.com/index.php?showid=1100000004374138999&base=27<br>http://factordb.com/index.php?showid=1100000000819229859&base=27<br>http://factordb.com/index.php?showid=1100000004102754118&base=27<br>http://factordb.com/index.php?showid=1100000004102755880&base=27<br>http://factordb.com/index.php?showid=1100000004102758254&base=27<br>http://factordb.com/index.php?showid=1100000004102875088&base=27<br>http://factordb.com/index.php?showid=1100000004103372866&base=27<nowiki/>||44||100000|| |- ||28||25528~25529||O4O₉₄₅₃₅9<br>5OA₃₁₂₃₈F<br>N6₂₄₀₅₁LR<br>D0₅₂₆₇77D<br>QO₄₂₃₉69<br>5₃₇₄₆8P<br>G0₁₈₉₉AN<br>A₁₄₂₃6F<br>5I₁₃₇₀F<br>5₁₃₃₂P8P||94538<br>31241<br>24054<br>5271<br>4242<br>3748<br>1902<br>1425<br>1372<br>1335||136812<br>45210<br>34810<br>7628<br>6139<br>5424<br>2753<br>2062<br>1985<br>1932||(6092×28⁹⁴⁵³⁶−143)/9<br>(4438×28³¹²³⁹+125)/27<br>(209×28²⁴⁰⁵³+3967)/9<br>13×28⁵²⁷⁰+5697<br>(242×28⁴²⁴¹−4679)/9<br>(5×28³⁷⁴⁸+2803)/27<br>16×28¹⁹⁰¹+303<br>(10×28¹⁴²⁵−2899)/27<br>(17×28¹³⁷¹−11)/3<br>(5×28¹³³⁵+426163)/27||http://factordb.com/index.php?id=1100000000808118231&open=prime<br>http://factordb.com/index.php?id=1100000003880455200&open=prime<br>http://factordb.com/index.php?id=1100000003879667576&open=prime<br>http://factordb.com/index.php?id=1100000003850151420&open=prime<br>http://factordb.com/index.php?id=1100000000840839934&open=prime<br>http://factordb.com/index.php?id=1100000003850161974&open=prime<br>http://factordb.com/index.php?id=1100000003850161973&open=prime<br>http://factordb.com/index.php?id=1100000000840839947&open=prime<br>http://factordb.com/index.php?id=1100000003850161972&open=prime<br>http://factordb.com/index.php?id=1100000003850161965&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000000808118231&base=28<br>http://factordb.com/index.php?showid=1100000003880455200&base=28<br>http://factordb.com/index.php?showid=1100000003879667576&base=28<br>http://factordb.com/index.php?showid=1100000003850151420&base=28<br>http://factordb.com/index.php?showid=1100000000840839934&base=28<br>http://factordb.com/index.php?showid=1100000003850161974&base=28<br>http://factordb.com/index.php?showid=1100000003850161973&base=28<br>http://factordb.com/index.php?showid=1100000000840839947&base=28<br>http://factordb.com/index.php?showid=1100000003850161972&base=28<br>http://factordb.com/index.php?showid=1100000003850161965&base=28<nowiki/>||1||900000|| |- ||29||355242~355367||830₉₉₃₇₇4<br>GP5J₉₄₉₃₅<br>P05J₉₀₂₈₉<br>BBD0₈₈₈₈₈PB<br>8B₈₅₃₃₃G<br>L0₈₁₅₇₁5955<br>E0₇₇₃₇₂L7B<br>LPC₇₅₁₅₁9<br>JR0₇₄₆₂₂7<br>B₇₄₅₀₁0RP||99380<br>94938<br>90292<br>88893<br>85335<br>81576<br>77376<br>75154<br>74625<br>74504||145333<br>138837<br>132043<br>129997<br>124794<br>119297<br>113155<br>109905<br>109132<br>108955||235×29⁹⁹³⁷⁸+4<br>(397227×29⁹⁴⁹³⁵−19)/28<br>(588859×29⁹⁰²⁸⁹−19)/28<br>9583×29⁸⁸⁸⁹⁰+736<br>(235×29⁸⁵³³⁴+129)/14<br>21×29⁸¹⁵⁷⁵+129664<br>14×29⁷⁷³⁷⁵+17875<br>(4441×29⁷⁵¹⁵²−24)/7<br>578×29⁷⁴⁶²³+7<br>(11×29⁷⁴⁵⁰⁴−245655)/28||http://factordb.com/index.php?id=1100000008253882372&open=prime<br>http://factordb.com/index.php?id=1100000008253893542&open=prime<br>http://factordb.com/index.php?id=1100000008253899083&open=prime<br>http://factordb.com/index.php?id=1100000008253909183&open=prime<br>http://factordb.com/index.php?id=1100000008253921388&open=prime<br>http://factordb.com/index.php?id=1100000008253925955&open=prime<br>http://factordb.com/index.php?id=1100000008253931446&open=prime<br>http://factordb.com/index.php?id=1100000000808118236&open=prime<br>http://factordb.com/index.php?id=1100000008253934219&open=prime<br>http://factordb.com/index.php?id=1100000008253936120&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008253882372&base=29<br>http://factordb.com/index.php?showid=1100000008253893542&base=29<br>http://factordb.com/index.php?showid=1100000008253899083&base=29<br>http://factordb.com/index.php?showid=1100000008253909183&base=29<br>http://factordb.com/index.php?showid=1100000008253921388&base=29<br>http://factordb.com/index.php?showid=1100000008253925955&base=29<br>http://factordb.com/index.php?showid=1100000008253931446&base=29<br>http://factordb.com/index.php?showid=1100000000808118236&base=29<br>http://factordb.com/index.php?showid=1100000008253934219&base=29<br>http://factordb.com/index.php?showid=1100000008253936120&base=29<nowiki/>||125||100000|| |- ||30||2619||OT₃₄₂₀₅<br>I0₂₄₆₀₈D<br>5₄₈₈₂J<br>C0₁₀₂₂1<br>M0₅₄₇SS7<br>M₂₄₁QB<br>AN₂₀₆<br>50₁₆₄B<br>J₁₅₃QJ<br>J₉₄QQJ||34206<br>24610<br>4883<br>1024<br>551<br>243<br>207<br>166<br>155<br>97||50527<br>36352<br>7213<br>1513<br>814<br>359<br>306<br>245<br>229<br>144||25×30³⁴²⁰⁵−1<br>18×30²⁴⁶⁰⁹+13<br>(5×30⁴⁸⁸³+401)/29<br>12×30¹⁰²³+1<br>22×30⁵⁵⁰+26047<br>(22×30²⁴³+3139)/29<br>(313×30²⁰⁶−23)/29<br>5×30¹⁶⁵+11<br>(19×30¹⁵⁵+6071)/29<br>(19×30⁹⁷+188771)/29||http://factordb.com/index.php?id=1100000000800812865&open=prime<br>http://factordb.com/index.php?id=1100000003593967511&open=prime<br>http://factordb.com/index.php?id=1100000002327649423&open=prime<br>http://factordb.com/index.php?id=1100000000785448736&open=prime<br>http://factordb.com/index.php?id=1100000003593407988&open=prime<br>http://factordb.com/index.php?id=1100000003593408295&open=prime<br>http://factordb.com/index.php?id=1100000002327651073&open=prime<br>http://factordb.com/index.php?id=1100000002356282476&open=ecm<br>http://factordb.com/index.php?id=1100000003593409109&open=ecm<br>http://factordb.com/index.php?id=1100000003593409165&open=ecm<nowiki/>||http://factordb.com/index.php?showid=1100000000800812865&base=30<br>http://factordb.com/index.php?showid=1100000003593967511&base=30<br>http://factordb.com/index.php?showid=1100000002327649423&base=30<br>http://factordb.com/index.php?showid=1100000000785448736&base=30<br>http://factordb.com/index.php?showid=1100000003593407988&base=30<br>http://factordb.com/index.php?showid=1100000003593408295&base=30<br>http://factordb.com/index.php?showid=1100000002327651073&base=30<br>http://factordb.com/index.php?showid=1100000002356282476&base=30<br>http://factordb.com/index.php?showid=1100000003593409109&base=30<br>http://factordb.com/index.php?showid=1100000003593409165&base=30<nowiki/>||0||–|| |- ||31||569323~569400||2IIF₉₁₈₀₅<br>B0₈₈₃₀₉APO9<br>J0T₇₇₅₁₆<br>J090₇₇₁₂₈NNN<br>D₆₉₈₆₁QO<br>9MH0₆₈₆₃₇D<br>J₆₇₁₆₂D<br>N0₆₆₉₇₁32P<br>DDDQ0₆₄₀₈₈TD<br>U₆₃₈₆₁CM3||91808<br>88314<br>77518<br>77134<br>69863<br>68641<br>67163<br>66975<br>64094<br>63864||136918<br>131708<br>115608<br>115035<br>104191<br>102369<br>100165<br>99884<br>95587<br>95245||(4997×31⁹¹⁸⁰⁵−1)/2<br>11×31⁸⁸³¹³+322688<br>(17699×31⁷⁷⁵¹⁶−29)/30<br>18268×31⁷⁷¹³¹+22839<br>(13×31⁶⁹⁸⁶³+12407)/30<br>9348×31⁶⁸⁶³⁸+13<br>(19×31⁶⁷¹⁶³−199)/30<br>23×31⁶⁶⁹⁷⁴+2970<br>400205×31⁶⁴⁰⁹⁰+912<br>31⁶³⁸⁶⁴−17574||http://factordb.com/index.php?id=1100000007050395732&open=prime<br>http://factordb.com/index.php?id=1100000007050397309&open=prime<br>http://factordb.com/index.php?id=1100000007050398940&open=prime<br>http://factordb.com/index.php?id=1100000007050400178&open=prime<br>http://factordb.com/index.php?id=1100000006965878559&open=prime<br>http://factordb.com/index.php?id=1100000006965875678&open=prime<br>http://factordb.com/index.php?id=1100000006965873668&open=prime<br>http://factordb.com/index.php?id=1100000006965870538&open=prime<br>http://factordb.com/index.php?id=1100000006965868103&open=prime<br>http://factordb.com/index.php?id=1100000006965865343&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000007050395732&base=31<br>http://factordb.com/index.php?showid=1100000007050397309&base=31<br>http://factordb.com/index.php?showid=1100000007050398940&base=31<br>http://factordb.com/index.php?showid=1100000007050400178&base=31<br>http://factordb.com/index.php?showid=1100000006965878559&base=31<br>http://factordb.com/index.php?showid=1100000006965875678&base=31<br>http://factordb.com/index.php?showid=1100000006965873668&base=31<br>http://factordb.com/index.php?showid=1100000006965870538&base=31<br>http://factordb.com/index.php?showid=1100000006965868103&base=31<br>http://factordb.com/index.php?showid=1100000006965865343&base=31<nowiki/>||77||100000|| |- ||32||168882~169002||V₉₉₅₈₃63<br>6₈₉₀₇₄AF<br>8₇₇₇₀₀H<br>Q₇₇₄₀₁EQQQ3<br>8₇₇₂₄₉3<br>JM₇₆₀₂₈L<br>E₇₂₉₁₉IL<br>B0₆₇₆₈₀CB<br>GK₆₆₀₇₆F<br>KN₆₅₀₂₂||99585<br>89076<br>77701<br>77406<br>77250<br>76030<br>72921<br>67683<br>66078<br>65023||149891<br>134073<br>116952<br>116508<br>116273<br>114437<br>109757<br>101873<br>99458<br>97870||32⁹⁹⁵⁸⁵−829<br>(6×32⁸⁹⁰⁷⁶+4241)/31<br>(8×32⁷⁷⁷⁰¹+271)/31<br>(26×32⁷⁷⁴⁰⁶−390071011)/31<br>(8×32⁷⁷²⁵⁰−163)/31<br>(611×32⁷⁶⁰²⁹−53)/31<br>(14×32⁷²⁹²¹+4171)/31<br>11×32⁶⁷⁶⁸²+395<br>(516×32⁶⁶⁰⁷⁷−175)/31<br>(643×32⁶⁵⁰²²−23)/31||http://factordb.com/index.php?id=1100000005514892191&open=prime<br>http://factordb.com/index.php?id=1100000005514897129&open=prime<br>http://factordb.com/index.php?id=1100000005514901700&open=prime<br>http://factordb.com/index.php?id=1100000005514915338&open=prime<br>http://factordb.com/index.php?id=1100000005514918574&open=prime<br>http://factordb.com/index.php?id=1100000005514922523&open=prime<br>http://factordb.com/index.php?id=1100000004591654373&open=prime<br>http://factordb.com/index.php?id=1100000004591654467&open=prime<br>http://factordb.com/index.php?id=1100000004591654632&open=prime<br>http://factordb.com/index.php?id=1100000004591654952&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005514892191&base=32<br>http://factordb.com/index.php?showid=1100000005514897129&base=32<br>http://factordb.com/index.php?showid=1100000005514901700&base=32<br>http://factordb.com/index.php?showid=1100000005514915338&base=32<br>http://factordb.com/index.php?showid=1100000005514918574&base=32<br>http://factordb.com/index.php?showid=1100000005514922523&base=32<br>http://factordb.com/index.php?showid=1100000004591654373&base=32<br>http://factordb.com/index.php?showid=1100000004591654467&base=32<br>http://factordb.com/index.php?showid=1100000004591654632&base=32<br>http://factordb.com/index.php?showid=1100000004591654952&base=32<nowiki/>||120||100000|| |- ||33||280012~280093||DP₉₅₀₉₃M5<br>HJ0₉₄₂₉₅J<br>90₉₃₅₉₇Q<br>9F0₉₃₁₅₇N<br>7₈₉₄₄₉333H<br>K3₈₀₇₅₁6K<br>D₈₀₁₀₇9UD<br>VFU₇₂₂₀₄FK<br>J₆₈₇₁₅2BJ<br>DF0₆₈₃₆₇J||95096<br>94298<br>93599<br>93160<br>89453<br>80754<br>80110<br>72208<br>68718<br>68370||144405<br>143193<br>142131<br>141465<br>135835<br>122626<br>121648<br>109649<br>104350<br>103821||(441×33⁹⁵⁰⁹⁵−3833)/32<br>580×33⁹⁴²⁹⁶+19<br>9×33⁹³⁵⁹⁸+26<br>312×33⁹³¹⁵⁸+23<br>(7×33⁸⁹⁴⁵³−4743239)/32<br>(643×33⁸⁰⁷⁵³+3709)/32<br>(13×33⁸⁰¹¹⁰−121453)/32<br>(16623×33⁷²²⁰⁶−8095)/16<br>(19×33⁶⁸⁷¹⁸−600883)/32<br>444×33⁶⁸³⁶⁸+19||http://factordb.com/index.php?id=1100000005652348775&open=prime<br>http://factordb.com/index.php?id=1100000005652362811&open=prime<br>http://factordb.com/index.php?id=1100000005652375073&open=prime<br>http://factordb.com/index.php?id=1100000005652389776&open=prime<br>http://factordb.com/index.php?id=1100000005652430746&open=prime<br>http://factordb.com/index.php?id=1100000005652446200&open=prime<br>http://factordb.com/index.php?id=1100000005652461592&open=prime<br>http://factordb.com/index.php?id=1100000004614764298&open=prime<br>http://factordb.com/index.php?id=1100000004614770536&open=prime<br>http://factordb.com/index.php?id=1100000004614784274&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000005652348775&base=33<br>http://factordb.com/index.php?showid=1100000005652362811&base=33<br>http://factordb.com/index.php?showid=1100000005652375073&base=33<br>http://factordb.com/index.php?showid=1100000005652389776&base=33<br>http://factordb.com/index.php?showid=1100000005652430746&base=33<br>http://factordb.com/index.php?showid=1100000005652446200&base=33<br>http://factordb.com/index.php?showid=1100000005652461592&base=33<br>http://factordb.com/index.php?showid=1100000004614764298&base=33<br>http://factordb.com/index.php?showid=1100000004614770536&base=33<br>http://factordb.com/index.php?showid=1100000004614784274&base=33<nowiki/>||81||100000|| |- ||34||184785~184832||GFGC₉₉₉₉₆5<br>90₉₇₉₅₀FJ<br>NM0₈₅₂₁₈KX<br>F₈₃₁₈₉H2HP<br>P₇₉₄₄₁444P<br>6₇₇₀₂₇8X<br>XQIQ₇₂₂₄₁D<br>T₆₆₅₃₀IF<br>4₆₆₁₅₂B<br>2EEC₆₆₀₃₉7||100000<br>97953<br>85222<br>83193<br>79445<br>77029<br>72245<br>66532<br>66153<br>66043||153148<br>150013<br>130516<br>127408<br>121669<br>117968<br>110642<br>101893<br>101312<br>101143||(209246×34⁹⁹⁹⁹⁷−81)/11<br>9×34⁹⁷⁹⁵²+529<br>804×34⁸⁵²²⁰+713<br>(5×34⁸³¹⁹³+700233)/11<br>(25×34⁷⁹⁴⁴⁵−28062367)/33<br>(2×34⁷⁷⁰²⁹+1043)/11<br>(1288676×34⁷²²⁴²−455)/33<br>(29×34⁶⁶⁵³²−12833)/33<br>(4×34⁶⁶¹⁵³+227)/33<br>(30826×34⁶⁶⁰⁴⁰−59)/11||http://factordb.com/index.php?id=1100000004702891268&open=prime<br>http://factordb.com/index.php?id=1100000004702894713&open=prime<br>http://factordb.com/index.php?id=1100000004702900996&open=prime<br>http://factordb.com/index.php?id=1100000004702910376&open=prime<br>http://factordb.com/index.php?id=1100000004702913746&open=prime<br>http://factordb.com/index.php?id=1100000004702918600&open=prime<br>http://factordb.com/index.php?id=1100000004399656529&open=prime<br>http://factordb.com/index.php?id=1100000004399657696&open=prime<br>http://factordb.com/index.php?id=1100000004399658651&open=prime<br>http://factordb.com/index.php?id=1100000004399659716&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000004702891268&base=34<br>http://factordb.com/index.php?showid=1100000004702894713&base=34<br>http://factordb.com/index.php?showid=1100000004702900996&base=34<br>http://factordb.com/index.php?showid=1100000004702910376&base=34<br>http://factordb.com/index.php?showid=1100000004702913746&base=34<br>http://factordb.com/index.php?showid=1100000004702918600&base=34<br>http://factordb.com/index.php?showid=1100000004399656529&base=34<br>http://factordb.com/index.php?showid=1100000004399657696&base=34<br>http://factordb.com/index.php?showid=1100000004399658651&base=34<br>http://factordb.com/index.php?showid=1100000004399659716&base=34<nowiki/>||47||100000|| |- ||35||720002~720062||N0N₉₉₉₇₁9<br>V0₈₃₆₆₉E73<br>N₈₁₅₆₃K7N<br>BJ0₈₁₂₇₉N<br>J0₈₀₀₆₂FUH<br>43V₇₉₇₅₄<br>9₇₆₆₀₀K3<br>LB₇₁₃₆₆PB<br>Q₆₄₁₅₀H<br>50₆₃₃₉₇5R||99974<br>83673<br>81566<br>81282<br>80066<br>79756<br>76602<br>71369<br>64151<br>63400||154367<br>129197<br>125944<br>125505<br>123628<br>123148<br>118279<br>110199<br>99054<br>97894||(27393×35⁹⁹⁹⁷²−499)/34<br>31×35⁸³⁶⁷²+17398<br>(23×35⁸¹⁵⁶⁶−144013)/34<br>404×35⁸¹²⁸⁰+23<br>19×35⁸⁰⁰⁶⁵+19442<br>(4893×35⁷⁹⁷⁵⁴−31)/34<br>(9×35⁷⁶⁶⁰²+12877)/34<br>(725×35⁷¹³⁶⁸+16649)/34<br>(13×35⁶⁴¹⁵¹−166)/17<br>5×35⁶³³⁹⁹+202||http://factordb.com/index.php?id=1100000008248342445&open=prime<br>http://factordb.com/index.php?id=1100000008248353306&open=prime<br>http://factordb.com/index.php?id=1100000008248375642&open=prime<br>http://factordb.com/index.php?id=1100000008248397018&open=prime<br>http://factordb.com/index.php?id=1100000008248412468&open=prime<br>http://factordb.com/index.php?id=1100000008248418540&open=prime<br>http://factordb.com/index.php?id=1100000008248423670&open=prime<br>http://factordb.com/index.php?id=1100000008192119974&open=prime<br>http://factordb.com/index.php?id=1100000008192126630&open=prime<br>http://factordb.com/index.php?id=1100000008192129294&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000008248342445&base=35<br>http://factordb.com/index.php?showid=1100000008248353306&base=35<br>http://factordb.com/index.php?showid=1100000008248375642&base=35<br>http://factordb.com/index.php?showid=1100000008248397018&base=35<br>http://factordb.com/index.php?showid=1100000008248412468&base=35<br>http://factordb.com/index.php?showid=1100000008248418540&base=35<br>http://factordb.com/index.php?showid=1100000008248423670&base=35<br>http://factordb.com/index.php?showid=1100000008192119974&base=35<br>http://factordb.com/index.php?showid=1100000008192126630&base=35<br>http://factordb.com/index.php?showid=1100000008192129294&base=35<nowiki/>||60||100000|| |- ||36||35286~35290||P₈₁₉₉₃SZ<br>S0₇₅₀₀₇8H<br>7K₂₆₅₆₇Z<br>J₁₀₁₁₇LJ<br>VL0₇₂₅₈J<br>EO0₆₁₇₇V<br>FZ₅₇₇₇3P<br>T09₄₆₁₈1<br>RY₄₅₆₂H<br>OZ₃₉₃₂AZ||81995<br>75010<br>26569<br>10119<br>7261<br>6180<br>5780<br>4621<br>4564<br>3935||127609<br>116739<br>41349<br>15748<br>11301<br>9618<br>8996<br>7192<br>7103<br>6124||(5×36⁸¹⁹⁹⁵+821)/7<br>28×36⁷⁵⁰⁰⁹+305<br>(53×36²⁶⁵⁶⁸+101)/7<br>(19×36¹⁰¹¹⁹+2501)/35<br>1137×36⁷²⁵⁹+19<br>528×36⁶¹⁷⁸+31<br>16×36⁵⁷⁷⁹−1163<br>(36549×36⁴⁶¹⁹−289)/35<br>(979×36⁴⁵⁶³−629)/35<br>25×36³⁹³⁴−901||http://factordb.com/index.php?id=1100000002394962083&open=prime<br>http://factordb.com/index.php?id=1100000004020085177&open=prime<br>http://factordb.com/index.php?id=1100000003896952461&open=prime<br>http://factordb.com/index.php?id=1100000003807362491&open=prime<br>http://factordb.com/index.php?id=1100000003807362489&open=prime<br>http://factordb.com/index.php?id=1100000003807362488&open=prime<br>http://factordb.com/index.php?id=1100000003807362487&open=prime<br>http://factordb.com/index.php?id=1100000003807362486&open=prime<br>http://factordb.com/index.php?id=1100000003807362485&open=prime<br>http://factordb.com/index.php?id=1100000000840634476&open=prime<nowiki/>||http://factordb.com/index.php?showid=1100000002394962083&base=36<br>http://factordb.com/index.php?showid=1100000004020085177&base=36<br>http://factordb.com/index.php?showid=1100000003896952461&base=36<br>http://factordb.com/index.php?showid=1100000003807362491&base=36<br>http://factordb.com/index.php?showid=1100000003807362489&base=36<br>http://factordb.com/index.php?showid=1100000003807362488&base=36<br>http://factordb.com/index.php?showid=1100000003807362487&base=36<br>http://factordb.com/index.php?showid=1100000003807362486&base=36<br>http://factordb.com/index.php?showid=1100000003807362485&base=36<br>http://factordb.com/index.php?showid=1100000000840634476&base=36<nowiki/>||4||200000|| |} == The fully proof of Athena problem in decimal (base ''b'' = 10) == '''Bold''' for the Athena primes, ''x'' ◁ ''y'' means ''x'' is a subsequence of ''y''. Assume ''p'' is a prime > 10, and the last digit of ''p'' must lie in {1,3,7,9}. Case 1: ''p'' ends with 1. In this case we can write ''p'' = ''x''1. If ''x'' contains 1, 3, 4, 6, or 7, then (respectively) '''11''' ◁ ''p'', '''31''' ◁ ''p'', '''41''' ◁ ''p'', '''61''' ◁ ''p'', or '''71''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 8, or 9. Case 1.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''1. If 5 ◁ ''y'', then '''251''' ◁ ''p''. If 8 ◁ ''y'', then '''281''' ◁ ''p''. If 9 ◁ ''y'', then 29 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then '''2221''' ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 2{0}1. But then, since the sum of the digits of ''p'' is 3, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 2''z''2''w''1, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''20201''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 22{0}1, and the smallest prime ''p'' ∈ 22{0}1 is '''22000001'''. If ''w'' is empty, then ''p'' ∈ 2{0}21, and the smallest prime ''p'' ∈ 2{0}21 is '''20021'''. Case 1.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''1. If 2 ◁ ''y'', then '''521''' ◁ ''p''. If 9 ◁ ''y'', then 59 ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 5, or 8. If 05 ◁ ''y'', then '''5051''' ◁ ''p''. If 08 ◁ ''y'', then '''5081''' ◁ ''p''. If 50 ◁ ''y'', then '''5501''' ◁ ''p''. If 58 ◁ ''y'', then '''5581''' ◁ ''p''. If 80 ◁ ''y'', then '''5801''' ◁ ''p''. If 85 ◁ ''y'', then '''5851''' ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ {5} ∪ {8}. If ''y'' ∈ {0}, then ''p'' ∈ 5{0}1. But then, since the sum of the digits of ''p'' is 6, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' ∈ {5}, then ''p'' ∈ 5{5}1, and the smallest prime ''p'' ∈ 5{5}1 is '''555555555551'''. If ''y'' ∈ {8}, since if 88 ◁ ''y'', then 881 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'',8}, and thus ''p'' ∈ {51,581}, but 51 and 581 are both composite. Case 1.3: ''p'' begins with 8. In this case we can write p = 8''y''1. If 2 ◁ ''y'', then '''821''' ◁ ''p''. If 8 ◁ ''y'', then '''881''' ◁ ''p''. If 9 ◁ ''y'', then 89 ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 5. If 50 ◁ ''y'', then '''8501''' ◁ ''p''. Hence we may assume y ∈ {0}{5}. If 005 ◁ ''y'', then '''80051''' ◁ p. Hence we may assume y ∈ {0} ∪ {5} ∪ 0{5}. If y ∈ {0}, then ''p'' ∈ 8{0}1. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ {5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {''𝜆'', 5, 55, 555, 5555, 55555, 555555, 5555555, 55555555, 555555555, 5555555555}, and thus ''p'' ∈ {81, 851, 8551, 85551, 855551, 8555551, 85555551, 855555551, 8555555551, 85555555551, 855555555551}, but all of these numbers are composite. If y ∈ 0{5}, since if 55555555555 ◁ ''y'', then 555555555551 ◁ ''p'', hence we may assume ''y'' ∈ {0, 05, 055, 0555, 05555, 055555, 0555555, 05555555, 055555555, 0555555555, 05555555555}, and thus ''p'' ∈ {801, 8051, 80551, 805551, 8055551, 80555551, 805555551, 8055555551, 80555555551, 805555555551, 8055555555551}, and of these numbers only 80555551 and 8055555551 are primes, but 80555551 ◁ 8055555551, thus only '''80555551''' is a minimal element. Case 1.4: ''p'' begins with 9. In this case we can write p = 9''y''1. If 9 ◁ ''y'', then '''991''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0, 2, 5, or 8. If 00 ◁ ''y'', then '''9001''' ◁ ''p''. If 22 ◁ ''y'', then '''9221''' ◁ ''p''. If 55 ◁ ''y'', then '''9551''' ◁ ''p''. If 88 ◁ ''y'', then 881 ◁ ''p''. Hence we may assume ''y'' contains at most one 0, at most one 2, at most one 5, and at most one 8. If ''y'' only contains at most one 0 and does not contain any of {2,5,8}, then ''y'' ∈ {''𝜆'',0}, and thus ''p'' ∈ {91,901}, but 91 and 901 are both composite. If ''y'' only contains at most one 0 and only one of {2,5,8}, then the sum of the digits of ''p'' is divisible by 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume ''y'' contains at least two of {2,5,8}. If 25 ◁ ''y'', then 251 ◁ ''p''. If 28 ◁ ''y'', then 281 ◁ ''p''. If 52 ◁ ''y'', then 521 ◁ ''p''. If 82 ◁ ''y'', then 821 ◁ ''p''. Hence we may assume ''y'' contains no 2's (since if ''y'' contains 2, then ''y'' cannot contain either 5's or 8's, which is a contradiction). If 85 ◁ ''y'', then '''9851''' ◁ ''p''. Hence we may assume ''y'' ∈ {58,580,508,058}, and thus ''p'' ∈ {9581,95801,95081,90581}, and of these numbers only 95801 is prime, but 95801 is not a minimal element since 5801 ◁ 95801. Case 2: ''p'' ends with 3. In this case we can write p = ''x''3. If ''x'' contains 1, 2, 4, 5, 7, or 8, then (respectively) '''13''' ◁ ''p'', '''23''' ◁ ''p'', '''43''' ◁ ''p'', '''53''' ◁ ''p'', '''73''' ◁ ''p'', or '''83''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 3: ''p'' ends with 7. In this case we can write ''p'' = ''x''7. If ''x'' contains 1, 3, 4, 6, or 9, then (respectively) '''17''' ◁ ''p'', '''37''' ◁ ''p'', '''47''' ◁ ''p'', '''67''' ◁ ''p'', or '''97''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 2, 5, 7, or 8. Case 3.1: ''p'' begins with 2. In this case we can write ''p'' = 2''y''7. If 2 ◁ ''y'', then '''227''' ◁ ''p''. If 5 ◁ ''y'', then '''257''' ◁ ''p''. If 7 ◁ ''y'', then '''277''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 8. If 08 ◁ ''y'', then '''2087''' ◁ ''p''. If 88 ◁ ''y'', then 887 ◁ ''p''. Hence we may assume ''y'' ∈ {0} ∪ 8{0}. If ''y'' ∈ {0}, then ''p'' ∈ 2{0}7. But then, since the sum of the digits of ''p'' is 9, ''p'' is divisible by 3, so ''p'' cannot be prime. If y ∈ 8{0}, then ''p'' ∈ 28{0}7. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 40_''n''1 = 280_''n''7. Case 3.2: ''p'' begins with 5. In this case we can write ''p'' = 5''y''7. If 5 ◁ ''y'', then '''557''' ◁ ''p''. If 7 ◁ ''y'', then '''577''' ◁ ''p''. If 8 ◁ ''y'', then '''587''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 2. If 22 ◁ ''y'', then 227 ◁ ''p''. Hence we may assume ''y'' contains zero or one 2's. If ''y'' contains no 2's, then ''p'' ∈ 5{0}7. But then, since the sum of the digits of ''p'' is 12, ''p'' is divisible by 3, so ''p'' cannot be prime. If ''y'' contains exactly one 2, then we can write ''p'' = 5''z''2''w''7, where ''z'',''w'' ∈ {0}. If 0 ◁ ''z'' and 0 ◁ ''w'', then '''50207''' ◁ ''p''. Hence we may assume either ''z'' or ''w'' is empty. If ''z'' is empty, then ''p'' ∈ 52{0}7, and the smallest prime ''p'' ∈ 52{0}7 is '''5200007'''. If ''w'' is empty, then ''p'' ∈ 5{0}27, and the smallest prime ''p'' ∈ 5{0}27 is '''5000000000000000000000000000027'''. Case 3.3: ''p'' begins with 7. In this case we can write ''p'' = 7''y''7. If 2 ◁ ''y'', then '''727''' ◁ ''p''. If 5 ◁ ''y'', then '''757''' ◁ ''p''. If 8 ◁ ''y'', then '''787''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 7, and thus all digits of ''p'' are 0 or 7. But then, since the digits of ''p'' all have a common factor 7, ''p'' is divisible by 7, so ''p'' cannot be prime. Case 3.4: ''p'' begins with 8. In this case we can write ''p'' = 8''y''7. If 2 ◁ ''y'', then '''827''' ◁ ''p''. If 5 ◁ ''y'', then '''857''' ◁ ''p''. If 7 ◁ ''y'', then '''877''' ◁ ''p''. If 8 ◁ ''y'', then '''887''' ◁ ''p''. Hence we may assume ''y'' ∈ {0}, and thus ''p'' ∈ 8{0}7. But then, since the sum of the digits of ''p'' is 15, ''p'' is divisible by 3, so ''p'' cannot be prime. Case 4: ''p'' ends with 9. In this case we can write ''p'' = ''x''9. If ''x'' contains 1, 2, 5, 7, or 8, then (respectively) '''19''' ◁ ''p'', '''29''' ◁ ''p'', '''59''' ◁ ''p'', '''79''' ◁ ''p'', or '''89''' ◁ ''p''. Hence we may assume all digits of ''x'' are 0, 3, 4, 6, or 9. If 44 ◁ ''x'', then '''449''' ◁ ''p''. Hence we may assume ''x'' contains zero or one 4's. If x contains no 4's, then all digits of ''x'' are 0, 3, 6, or 9, and thus all digits of ''p'' are 0, 3, 6, or 9. But then, since the digits of ''p'' all have a common factor 3, ''p'' is divisible by 3, so ''p'' cannot be prime. Hence we may assume that ''x'' contains exactly one 4. Case 4.1: ''p'' begins with 3. In this case we can write ''p'' = 3''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. We must have '''349''' ◁ ''p''. Case 4.2: ''p'' begins with 4. In this case we can write ''p'' = 4''y''9, where all digits of ''y'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''409''' ◁ ''p''. If 3 ◁ ''y'', then 43 ◁ ''p''. If 9 ◁ ''y'', then '''499''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}, and thus ''p'' ∈ 4{6}9. But then ''p'' is divisible by 7, since for ''n'' ≥ 0 we have 7 × 6_''n''7 = 46_''n''9. Case 4.3: ''p'' begins with 6. In this case we can write p = 6''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 6 ◁ ''z'', then '''6469''' ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' is empty. If 3 ◁ ''y'', then 349 ◁ ''p''. If 9 ◁ ''y'', then '''6949''' ◁ ''p''. Hence we may assume all digits of ''y'' are 0 or 6. If 06 ◁ ''y'', then '''60649''' ◁ ''p''. Hence we may assume ''y'' ∈ {6}{0}. If 666 ◁ ''y'', then '''666649''' ◁ ''p''. If 00000 ◁ ''y'', then '''60000049''' ◁ ''p''. Hence we may assume ''y'' ∈ {''𝜆'', 0, 00, 000, 0000, 6, 60, 600, 6000, 60000, 66, 660, 6600, 66000, 660000}, and thus ''p'' ∈ {649, 6049, 60049, 600049, 6000049, 6649, 66049, 660049, 6600049, 66000049, 66649, 666049, 6660049, 66600049, 666000049}, and of these numbers only '''66000049''' and '''66600049''' are primes. Case 4.4: ''p'' begins with 9. In this case we can write p = 9''y''4''z''9, where all digits of ''y'', ''z'' are 0, 3, 6, or 9. If 0 ◁ ''y'', then '''9049''' ◁ ''p''. If 3 ◁ ''y'', then 349 ◁ ''p''. If 6 ◁ ''y'', then '''9649''' ◁ ''p''. If 9 ◁ ''y'', then '''9949''' ◁ ''p''. Hence we may assume ''y'' is empty. If 0 ◁ ''z'', then 409 ◁ ''p''. If 3 ◁ ''z'', then 43 ◁ ''p''. If 9 ◁ ''z'', then 499 ◁ ''p''. Hence we may assume ''z'' ∈ {6}, and thus ''p'' ∈ 94{6}9, and the smallest prime ''p'' ∈ 94{6}9 is 946669. [[Category:Number theory]] g06tgyb1o3pqwhnwa9mgw98fhoa5aor 0 330074 2829274 2827706 2026-08-29T01:46:58Z U3270398 3108645 2829274 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Emotionally salient waking events are preferentially incorporated into dreams, appearing soon afterwards and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Dream emotion can be experimentally manipulated: smells presented during sleep changed the emotional content of dreams according to whether they were pleasant or unpleasant (Scarpelli et al., 2022). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the two levels directly: REM deprivation altered overnight emotional adpatation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion tied to waking concerns. * But the evidence linking the two is thin, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The null view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *A related view treats dreaming as a by-product of sleep: a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * Dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this account, nightmares show the system working, not failing (Revonsuo, 2000). * About 80% of dream emotions are negative, and aggression is the most common social interaction (Revonsuo, 2000). * The theory needs implicit learning in sleep to transfer to waking, and there is no evidence it does (Domhoff, 2019). * In recurrent dreams, 34% contained no threat and fewer than 20% resolved one, and the theory's most specific predictions were the ones that failed (Desjardins & Zadra, 2006). ===Fear extinction === * Dreams are proposed to extinguish fear by recombining threatening memories with new non-fearful contexts, and nightmares reflect failure of this process (Nielsen & Levin, 2007). * Extinction builds a new memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained (Nielsen & Levin, 2007) * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which begin in danger and end in resolution or relief provide a measurable form of this and are less common in nightmare disorder than in health sleepers (Lampros Perogamvros et al., 2025). * Across therapy, only the increase in cathartic dreams tracked with falling depression scores, no other dream type did (Lampros Perogamvros et al., 2025). ===Mood regulation === * Dream affect is proposed to change from negative toward positive across the night, moderating mood before waking (Cartwright et al., 1998). * The mechanism is desensitisation: distressing material is replayed in the dream at lower emotional intensity, so its charged is reduced (Barbeau et al., 2022). * In 188 people recording 345 dreams, pre-sleep mood best predicted moring mood, but dreamers positivity bias was the next strongest predictor of postive morning emotion (Barbeau et al., 2022). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] tj5804daoo6h9ihd68t6hejb6ar6fq1 2829275 2829274 2026-08-29T01:55:23Z U3270398 3108645 /* Threat simulation */ changes to wording and order 2829275 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Emotionally salient waking events are preferentially incorporated into dreams, appearing soon afterwards and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Dream emotion can be experimentally manipulated: smells presented during sleep changed the emotional content of dreams according to whether they were pleasant or unpleasant (Scarpelli et al., 2022). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the two levels directly: REM deprivation altered overnight emotional adpatation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion tied to waking concerns. * But the evidence linking the two is thin, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The null view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *A related view treats dreaming as a by-product of sleep: a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory, nightmares show the system working, not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * Dreams are proposed to extinguish fear by recombining threatening memories with new non-fearful contexts, and nightmares reflect failure of this process (Nielsen & Levin, 2007). * Extinction builds a new memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained (Nielsen & Levin, 2007) * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which begin in danger and end in resolution or relief provide a measurable form of this and are less common in nightmare disorder than in health sleepers (Lampros Perogamvros et al., 2025). * Across therapy, only the increase in cathartic dreams tracked with falling depression scores, no other dream type did (Lampros Perogamvros et al., 2025). ===Mood regulation === * Dream affect is proposed to change from negative toward positive across the night, moderating mood before waking (Cartwright et al., 1998). * The mechanism is desensitisation: distressing material is replayed in the dream at lower emotional intensity, so its charged is reduced (Barbeau et al., 2022). * In 188 people recording 345 dreams, pre-sleep mood best predicted moring mood, but dreamers positivity bias was the next strongest predictor of postive morning emotion (Barbeau et al., 2022). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 4l29u3byblhqbhi4qk1br9jw9mo2ki6 2829277 2829275 2026-08-29T02:16:12Z U3270398 3108645 /* Threat simulation */ changes to wording 2829277 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Emotionally salient waking events are preferentially incorporated into dreams, appearing soon afterwards and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Dream emotion can be experimentally manipulated: smells presented during sleep changed the emotional content of dreams according to whether they were pleasant or unpleasant (Scarpelli et al., 2022). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the two levels directly: REM deprivation altered overnight emotional adpatation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion tied to waking concerns. * But the evidence linking the two is thin, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The null view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *A related view treats dreaming as a by-product of sleep: a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: dreams reduce fear by replaying a threatening memory in a new, safe context. This extinction creates a new competing memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained and nightmares reflect failure of this process (Nielsen & Levin, 2007). * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). ===Mood regulation === * Dream affect is proposed to change from negative toward positive across the night, moderating mood before waking (Cartwright et al., 1998). * The mechanism is desensitisation: distressing material is replayed in the dream at lower emotional intensity, so its charged is reduced (Barbeau et al., 2022). * In 188 people recording 345 dreams, pre-sleep mood best predicted moring mood, but dreamers positivity bias was the next strongest predictor of postive morning emotion (Barbeau et al., 2022). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] lt6y57xn7dk6jmc91uuh2754l9r44kq 2829281 2829277 2026-08-29T02:25:47Z U3270398 3108645 /* Mood regulation */ 2829281 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Emotionally salient waking events are preferentially incorporated into dreams, appearing soon afterwards and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Dream emotion can be experimentally manipulated: smells presented during sleep changed the emotional content of dreams according to whether they were pleasant or unpleasant (Scarpelli et al., 2022). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the two levels directly: REM deprivation altered overnight emotional adpatation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion tied to waking concerns. * But the evidence linking the two is thin, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The null view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *A related view treats dreaming as a by-product of sleep: a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: dreams reduce fear by replaying a threatening memory in a new, safe context. This extinction creates a new competing memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained and nightmares reflect failure of this process (Nielsen & Levin, 2007). * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced before waking (Barbeau et al., 2022; Cartwright et al., 1998). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). * But in the main study used to support this theory, pre-sleep mood was was the strongest predictor of morning mood, with the dream itself coming in second (Barbeau et al., 2022). That result is just as consistent with continuity as with regulation. {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] cjtmvhkdiw8jtjlyi6khchgp3vly929 2829288 2829281 2026-08-29T02:48:25Z U3270398 3108645 /* Emotion in dreams */ 2829288 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The null view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *A related view treats dreaming as a by-product of sleep: a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: dreams reduce fear by replaying a threatening memory in a new, safe context. This extinction creates a new competing memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained and nightmares reflect failure of this process (Nielsen & Levin, 2007). * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced before waking (Barbeau et al., 2022; Cartwright et al., 1998). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). * But in the main study used to support this theory, pre-sleep mood was was the strongest predictor of morning mood, with the dream itself coming in second (Barbeau et al., 2022). That result is just as consistent with continuity as with regulation. {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] ceou6lzb954wyqjbsz2nvf71pz4tphg 2829289 2829288 2026-08-29T02:51:34Z U3270398 3108645 /* Theories of emotional dream function */ 2829289 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: dreams reduce fear by replaying a threatening memory in a new, safe context. This extinction creates a new competing memory that overrides the old fear rather than erasing it, so the fear returns if that memory is not maintained and nightmares reflect failure of this process (Nielsen & Levin, 2007). * The same mechanism has been described as emotion assimilation: emotion marks which memories are processed and the resulting associations are incorporated as metaphor and hyper-associativity (Malinowski & Horton, 2015). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced before waking (Barbeau et al., 2022; Cartwright et al., 1998). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). * But in the main study used to support this theory, pre-sleep mood was was the strongest predictor of morning mood, with the dream itself coming in second (Barbeau et al., 2022). That result is just as consistent with continuity as with regulation. {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] cvkuewkri5otl22wnuruk8xp7tn4qd7 2829293 2829289 2026-08-29T03:01:44Z U3270398 3108645 /* Fear extinction */ 2829293 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced before waking (Barbeau et al., 2022; Cartwright et al., 1998). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). * But in the main study used to support this theory, pre-sleep mood was was the strongest predictor of morning mood, with the dream itself coming in second (Barbeau et al., 2022). That result is just as consistent with continuity as with regulation. {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] ih7chz6kzgrxnp1wx1vg757khrttkq4 2829294 2829293 2026-08-29T03:02:06Z U3270398 3108645 /* Fear extinction */ 2829294 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced before waking (Barbeau et al., 2022; Cartwright et al., 1998). * Fear expressed in dreams has been linked to reduced fear-related brain responses when awake, described as day/night affective homeostasis (Sterpenich et al., 2019). * Patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). * But in the main study used to support this theory, pre-sleep mood was was the strongest predictor of morning mood, with the dream itself coming in second (Barbeau et al., 2022). That result is just as consistent with continuity as with regulation. {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] crgehdxsyfsh1786hni82txfg7bbvuc 2829304 2829294 2026-08-29T03:21:36Z U3270398 3108645 /* Mood regulation */ 2829304 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Coping with adversity and life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 8exopnk95sk17fk7f1sdk3399rfhxrb 2829309 2829304 2026-08-29T03:46:25Z U3270398 3108645 /* Dreaming and adaptive coping */ added more intro bullets based on (Peltz et al., 2026) 2829309 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === * * Bulleted list item * Bulleted list item ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] jjmrh6jvep946uc8kah7x9g5bca5cxm 2829310 2829309 2026-08-29T03:50:00Z U3270398 3108645 /* Dream affect and next-day emotion */ added bullets based on (Sikka et al., 2022) 2829310 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *the simplest test is whether a bad dream makes the next day better or worse, which needs daily diary stduies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). * ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 7etnv20cwgjyemmblvnmro02fg7a32q 2829312 2829310 2026-08-29T03:54:38Z U3270398 3108645 /* Dream affect and next-day emotion */ added bullets based on (Baber et al., 2026). 2829312 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary stduies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those hwo had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). * ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] e5i44etqdloypujgsm9qdt2lvxbx1h8 2829313 2829312 2026-08-29T03:58:29Z U3270398 3108645 /* Dream affect and next-day emotion */ added bullets based on (Tousignant et al., 2022) 2829313 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary stduies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those hwo had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). * ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] elfnqe8o0816j8fjeuhgj52atd6v24b 2829314 2829313 2026-08-29T04:04:34Z U3270398 3108645 /* Dream affect and next-day emotion */ 2829314 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). * A large diary study found the opposite of the predicted effect: frightening dreams were followed by about 7% higher negative affect the next morning. Though the authors could not separate bad dreams from nightmares which the model predicts should behave differently (Baber et al., 2026). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * Tested this directly across five days in 40 people and none held: negative dream affect predicted higher next-day negative affect and analyses supported the null for both reactivity and regulation (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). * What survives is a weaker claim: dream affect may predict how well someone regulates emotion without transforming it overnight, since patients whose personality functioning improved across long term psychotherapy showed a greater capacity to regulate affect within their dreams (Kempe et al., 2024). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 27g79fhah25w4z5rchi28hbt5ja1iwm 2829315 2829314 2026-08-29T04:11:41Z U3270398 3108645 /* Mood regulation */ 2829315 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Section 2 showed the theories disagree about that should happen after a distressing dream, so this section tests those predictions against what the dreamers actually report the next day and over time. * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] fkj60ge8wswzmpgtebmkr3kvz65xhwx 2829316 2829315 2026-08-29T04:20:04Z U3270398 3108645 /* Dreaming and adaptive coping */ edited based on (Gross, 2015) 2829316 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * Bulleted list item * Bulleted list item * Bulleted list item ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] m4rgc4g3c0wqefdz3zib235fdha5sko 2829325 2829316 2026-08-29T05:06:51Z U3270398 3108645 /* Dreaming and major life stress */ 2829325 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * the diary studies above followed people with no particular stressor, and dreaming may only regulate mood when there is enough distress to regulate (Cartwright et al., 1998; Sikka et al., 2022). * Over five months of REM awakenings in 30 adults going through a divorce, those still depressed at follow-up did dream about their ex partner, but those dreams lacked emotion and were not linked to other memories, so feeling something in the dream tracked recovery better than avoiding the subject (Cartwright et al., 2006). * This remains the clearest evidence that dreaming aids coping with a real life stressor, but it comes from a single research program and has not been replicated using modern methods in the twenty five years since (Cartwright et al., 1998; Cartwright et al., 2006). * Whether waking stress reliably reaches dreams at all is disputed: since judges have repeatedly failed to match dream reports to what the dreamer was worried about the day before (Domhoff, 2017). ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] hr7oxzuorjtdg9jafiycy9w5etzq92k 2829326 2829325 2026-08-29T05:07:09Z U3270398 3108645 /* Dreaming and major life stress */ 2829326 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dreaming and adaptive coping== '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * The diary studies above followed people with no particular stressor, and dreaming may only regulate mood when there is enough distress to regulate (Cartwright et al., 1998; Sikka et al., 2022). * Over five months of REM awakenings in 30 adults going through a divorce, those still depressed at follow-up did dream about their ex partner, but those dreams lacked emotion and were not linked to other memories, so feeling something in the dream tracked recovery better than avoiding the subject (Cartwright et al., 2006). * This remains the clearest evidence that dreaming aids coping with a real life stressor, but it comes from a single research program and has not been replicated using modern methods in the twenty five years since (Cartwright et al., 1998; Cartwright et al., 2006). * Whether waking stress reliably reaches dreams at all is disputed: since judges have repeatedly failed to match dream reports to what the dreamer was worried about the day before (Domhoff, 2017). ===When coping fails: nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] qb6kf1ooobv46mw0pqazbzxnev9ezlk 2829330 2829326 2026-08-29T05:19:53Z U3270398 3108645 /* When coping fails: nightmares and distress */ 2829330 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict about waking coping? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dream affect and waking life == '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * The diary studies above followed people with no particular stressor, and dreaming may only regulate mood when there is enough distress to regulate (Cartwright et al., 1998; Sikka et al., 2022). * Over five months of REM awakenings in 30 adults going through a divorce, those still depressed at follow-up did dream about their ex partner, but those dreams lacked emotion and were not linked to other memories, so feeling something in the dream tracked recovery better than avoiding the subject (Cartwright et al., 2006). * This remains the clearest evidence that dreaming aids coping with a real life stressor, but it comes from a single research program and has not been replicated using modern methods in the twenty five years since (Cartwright et al., 1998; Cartwright et al., 2006). * Whether waking stress reliably reaches dreams at all is disputed: since judges have repeatedly failed to match dream reports to what the dreamer was worried about the day before (Domhoff, 2017). ===Nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 4ycenitjr1r8iewxoq9zxdunab1ign5 2829332 2829330 2026-08-29T05:21:50Z U3270398 3108645 /* Overview */ 2829332 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict in waking life? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dream affect and waking life == '''''Focus question: '''What does dream affect predict about waking coping?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * The diary studies above followed people with no particular stressor, and dreaming may only regulate mood when there is enough distress to regulate (Cartwright et al., 1998; Sikka et al., 2022). * Over five months of REM awakenings in 30 adults going through a divorce, those still depressed at follow-up did dream about their ex partner, but those dreams lacked emotion and were not linked to other memories, so feeling something in the dream tracked recovery better than avoiding the subject (Cartwright et al., 2006). * This remains the clearest evidence that dreaming aids coping with a real life stressor, but it comes from a single research program and has not been replicated using modern methods in the twenty five years since (Cartwright et al., 1998; Cartwright et al., 2006). * Whether waking stress reliably reaches dreams at all is disputed: since judges have repeatedly failed to match dream reports to what the dreamer was worried about the day before (Domhoff, 2017). ===Nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] 17komudos0gm8ndcz4y7ony3rqhnt87 2829333 2829332 2026-08-29T05:22:15Z U3270398 3108645 /* Dream affect and waking life */ 2829333 wikitext text/x-wiki {{title|Dreams and emotional problem-solving -<br>How do REM dreams contribute to emotional processing and adaptive coping?}} __TOC__ ==Overview== {{RoundBoxTop|theme=15}} '''Case study: part 1 ''' [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Natalie hasn't had a good night in weeks. It's not like she's waking up screaming from a nightmare or anything that dramatic. But the same dream keeps coming back: she's been left behind somewhere, calling out to someone who doesn't turn around. Her friends say it's just stress from the breakup, and by lunchtime she can barely remember the details, but the feeling stays all day. She's not short on sleep, so why does she keep waking up feeling like she's already lost something? Is the dream working through her breakup, or just replaying it? {{RoundBoxBottom}} * A [[w:Dream|dream]] is a subjective conscious experience during sleep that can be recalled on waking. Dreams reported after [[w:Rapid eye movement sleep|rapid eye movement (REM) sleep]] tend to be the most vivid and emotional (Scarpelli et al., 2022). * Emotional processing refers to change in the intensity and quality of an emotional memory over time, whereas [[Motivation and emotion/Book/2020/Coping and emotion|coping]] refers to the strategies a person uses to manage stress and its emotional demands (Folkman & Moskowitz, 2004). The chapter asks whether the overnight process supports the waking one. * Sleep has been proposed to function as overnight therapy where emotional memories are reactivated during REM sleep and lose some of their charge by morning (Walker & van der Helm, 2009; van der Helm et al., 2011). * Whether the dream itself does this work is disputed. Some studies find that emotion predicts better morning mood (Barbeau et al., 2022), while others find dream affect simply carries into the next day without being transformed (Sikka et al., 2022). * The question matters because recurring distressing dreams like Natalie's (see Figure 1) are common rather than rare. [[Motivation and emotion/Book/2020/Nightmares and emotion|Nightmares]] and dysphoric dreams occur across psychiatric disorders involving emotion dysregulation and are linked to suicidal behaviour (Mendoza Alvarez et al., 2024). * Psychological science can test these ideas and act on them. Experimental designs allow the competing accounts to be tested rather than assumed (Pesonen et al., 2024), and image rehearsal therapy (IRT) reduces nightmare frequency and distress (Casement & Swanson, 2012). {{RoundBoxTop|theme=11}} '''Focus questions''' * What happens to emotion during sleep and dreaming? * What does dreaming add beyond REM sleep? * What does dream affect predict in waking life? * How can dreams be targeted to improve coping? {{RoundBoxBottom}} ==Emotional processing during sleep and dreaming== '''''Focus question:''' What happens to emotion during sleep and dreaming?'' * The chapters question depends on two things being true: that sleep changes emotional memories, and that dreams are where that change is consciously experienced. * These are separable, because dreaming and REM sleep are dissociable: dreaming stops with forebrain damage while REM is preserved, dreams occur in NREM, and overnight rise in dream emotionality is independent of the stage woken from (Solms, 2000; Scarpelli et al., 2022; Palmieri et al., 2025). * Sleep-level and dream-level evidence are therefore examined separately here, before Section 2 asks what the dream itself contributes. ===Sleep and emotional memory === * Sleep proposed to act as overnight therapy: during REM, emotional memories are reactivated with noradrenaline suppressed, so the memory is retained but loses its emotional charge (Walker & van der Helm, 2009). * When this fails, the memory keeps its emotional signature and the process repeats across nights, which is the models explanation for reoccurring distressing dreams like Natalie's (Walker & van der Helm, 2009). * Testing this, 34 adults rated the same emotional images 12 hours apart: amygdala activity and intense ratings dropped after a night of sleep but rose across a waking day (van der Helm et al., 201). * The models two halves fare differently: sleep does preferentially consolidate emotional content (Lipinska et al., 2019), but across 24 studies emotional reactivity showed no consistent reduction and self-reported arousal to negative images sometimes increased (Lipinska et al., 2022). * Experimental REM disruption allows the casual claim to be tested rather than assumed, though findings across human and animals studies remain mixed (Pesonen et al., 2024). ===Emotion in dreams === * Dreams reported after REM awakenings are more emotional than NREM dream reports, though the difference shrinks once report length is taken into account (Scarpelli et al., 2022) * Whether waking life gets into dreams at all is disputed. Emotionally salient experiences are said to be preferentially incorporated, appearing soon after and again around 5-7 days later in more abstract form (the dream-lag effect) (Malinowski & Horton, 2015). * Against this, incorporation effects are argued to be rare and mostly trivial, judges have repeatedly failed to match dream reports to the previous days thoughts or concerns, and evidence for the dream-lag effect depends on how correspondences are rated (Domhoff, 2017). * How dream emotion is measured changes the result: across 552 home dream reports, dreamers rated their own dreams more positively than external judges did, which explains much of the disagreement between studies compared in later sections (Sikka et al., 2017). * Two studies connect the the sleep-level and the dream-level directly: REM deprivation altered overnight emotional adaptation to negative stimuli, and the size of that change correlated with the emotion in intervening dreams (Lara-Carrasco et al., 2009), and dreaming has since been argued to play an active role in emotional memory processing (J. Zhang et al., 2024). * Sleep reliably changes how emotional memories are rated and how the amygdala responds, and dreams carry real emotion connected to waking concerns. But how closely the two are connected is contested, which is why the theories in Section 2 disagree about what dreams are for. ==Theories of emotional dream function== '''''Focus question: '''What does dreaming add beyond REM sleep?'' *Because dreaming and REM are dissociable, any functional theory of dreaming must specify what the dream contributes beyond the sleep stage it occurs in (Solms, 2000; Scarpelli et al., 2019). *Theories can be grouped by whether dreaming is claimed to have a function or not (Scarpelli, 2026). *The main "no function" view is continuity: dreams simply reflect waking concerns rather than work on them. Across five months of REM awakenings in 30 adults going through a divorce, waking concern about the ex partner predicted how often the ex appeared in dreams (Cartwright et al., 2006). *The epiphenomenon view treats dreaming as a by-product of sleep, a dream can be meaningful without doing anything, so being interpretable is not evidence of function (Domhoff, 2019). *Nightmares are the clearest test, because the same dream can be read as either emotional processing working or failing, and each theory predicts a different next-day outcome for dreams like Natalie's (See table 1) (Scarpelli, 2026). ===Threat simulation=== * What the dream adds is rehearsal: dreaming is an evolved defense mechanism that simulates threatening events and rehearses threat perception and avoidance, so its function is preparedness rather than mood repair (Revonsuo, 2000). * According to this theory nightmares show the system working not failing (Revonsuo, 2000). * Supporting evidence: about 80% of dream emotions are negative and aggression is the most common social interaction (Revonsuo, 2000). * But in a study of recurrent dreams, 34% had no threat in them at all and fewer than 20% resolved the threat, so the theorys most specific predictions were the ones that did not hold up (Desjardins & Zadra, 2006). * It also requires implicit learning during sleep to transfer to waking behaviour, and there is no evidence that it does (Domhoff, 2019). ===Fear extinction === * What the dream adds is recombination: threatening memories are replayed in new non-fearful contexts, creating competing memory that overrides rather than erases the fear, so the fear returns if that memory is not maintained. Nightmares are a failure of this process (Nielsen & Levin, 2007). * Disrupted REM and impaired extinction memory are proposed to maintain post-traumatic stress disorder (PTSD), which gives the model a clinical test case (Pace-Schott et al., 2015). * Cathartic dreams, which move from danger to resolution or relief are less common in nightmare disorder than in healthy sleepers, and across therapy cathartic dreams were the only dream type that negatively correlated with falling depression scores (Lampros Perogamvros et al., 2025). * Two conceptual problems: that model calls bad dreams adaptive and nightmares maladaptive while attributing both to the same process, and it has no clear explanation of the roughly one third of dreams that are positive which cannot serve a fear extinction function (Weiss, 2007). ===Mood regulation === * What the dream adds is desensitisation: dream affect is proposed to change from negative toward positive across the night, replaying distressing material at lower intensity so its charge is reduced by morning (Barbeau et al., 2022; Cartwright et al., 1998). * Three predictions after a night of negative dreams: next-day negative affect should be lower, reactivity to negative stimuli should be lower, and the ability to regulation emotion should be higher (Sikka et al., 2022). * The supporting evidence is real but indirect: people who experience more fear in dreams show weaker fear-related brain responses when awake (Sterpenich et al., 2019). {| class="wikitable" |+ '''Table 1'''<br /> ''Competing theoretical accounts of the emotional function of dreaming and their predictions'' |- ! Theory !! Core claim !! Predicts that after a distressing dream, next-day mood will be... !! What it would say about Natalie |- | '''Threat simulation''' || Example || Example || Example |- | '''Fear extinction''' || Example || Example || Example |- | '''Mood regulation''' || Example || Example || Example |- |} ==Dream affect and waking life == '''''Focus question: '''What does dream affect predict in waking life?'' * Coping requires the emotional problem to change, not just to reoccur, so dreaming is only adaptive if dream affect predicts something measurable in waking life (Folkman & Moskowitz, 2004). * Coping can only count as coping rather than continuity if it is goal-directed, which is possible because emotion regulation does not have to be conscious or deliberate (Gross, 2015). * Coping is examined here at three points: the next morning, across a major life stressor, and when dreaming becomes distressing enough to be a clinical problem. * Almost all of this evidence is correlational, so a link between dream affect and waking coping does not show which one is driving the other (Peltz et al., 2026) ===Dream affect and next-day emotion === *The simplest test is whether a bad dream makes the next day better or worse, which needs daily diary studies to track the same person across nights (Sikka et al., 2022) *Across five days in 40 adults, more negative dream affect predicted a more negative morning, and there was no effect on reactivity to negative pictures or on the ability to down-regulate them (Sikka et al., 2022). *A much larger study found the same thing: across 4,715 days from 536 adults, frightening dreams were followed by about 7% more negative affect the next morning (Baber et al., 2026). *But the same study found the opposite pattern between subjects: those how had more fear in their dreams were overall better at regulating emotion when awake, so dream affect may show who copes well rather than help them cope (Baber et al., 2026). *Dream type matters more than how negative the dream was: across 91 mornings in 191 adults, both ordinary dreams and nightmares were followed by less negative emotion, bad dreams made no difference, and only dreams with both a bad dream and a nightmare made the next day worse (Tousignant et al., 2022). *Nights with no remembered dream showed no change at all, which suggests the dream itself adds something beyond REM sleep (Tousignant et al., 2022). *The direction of the effect is unclear because mood and REM affect each other. Across 10 nights of EEG in 156 students, a bad evening predicted less REM, and less REM predicted a worse evening the next day (Peltz et al., 2026). *Results also depend measurement: across 552 home dreams, dreamers rated their own dreams as mostly positive while judges rating the same dreams rated them as mostly negative (Sikka et al., 2017). ===Dreaming and major life stress === * The diary studies above followed people with no particular stressor, and dreaming may only regulate mood when there is enough distress to regulate (Cartwright et al., 1998; Sikka et al., 2022). * Over five months of REM awakenings in 30 adults going through a divorce, those still depressed at follow-up did dream about their ex partner, but those dreams lacked emotion and were not linked to other memories, so feeling something in the dream tracked recovery better than avoiding the subject (Cartwright et al., 2006). * This remains the clearest evidence that dreaming aids coping with a real life stressor, but it comes from a single research program and has not been replicated using modern methods in the twenty five years since (Cartwright et al., 1998; Cartwright et al., 2006). * Whether waking stress reliably reaches dreams at all is disputed: since judges have repeatedly failed to match dream reports to what the dreamer was worried about the day before (Domhoff, 2017). ===Nightmares and distress === * Bulleted list item * Bulleted list item * Bulleted list item ==Using dreams to improve coping== '''''Focus question: '''How can dreams be targeted to improve coping?'' Intro bullet: * Bulleted list item ===Rewriting the dream: imagery rehearsal therapy === {{RoundBoxTop|theme=15}} '''Case study: part 2''' Six months on, the dream still hasn't stopped. Natalie has started staying up until she's too tired to dream, and she's tired all the time. Her psychologist suggests writing the dream down and changing what happens: this time, the person turns around, or Natalie stops calling out and walks the other way. She rehearses the new version of the dream for a few minutes every night. Within weeks the dream starts to comes less often, and when it does, it bothers her less. {{RoundBoxBottom}} * Bulleted list item * Bulleted list item * Bulleted list item ===Intervening during sleep itself === * Bulleted list item * Bulleted list item * Bulleted list item ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} {{RoundBoxTop|theme=11}} '''Take-home messages''' * Bulleted list item * Bulleted list item * Bulleted list item {{RoundBoxBottom}} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] id21f9urs0zzhj5kj1lkv7j310sreut 0 330081 2829382 2826510 2026-08-29T07:38:29Z Jtneill 10242 Copyediting 2829382 wikitext text/x-wiki {{title|Love styles and relationships:<br>How do love styles influence relationship satisfaction and stability?}} __TOC__ == Overview == {{RoundBoxTop|theme=6}} ;Scenario [[File:Couple talking at the end of the day (47148742041).jpg|thumb|250px|'''Figure 1'''. Communication may help romantic partners understand differences in how they experience and express love.]] Maya and Noah have been together for two years. Maya expresses love through passion, affection and frequent emotional reassurance. Noah takes a more practical approach, showing commitment by planning for their future and helping with everyday responsibilities. Their different ways of expressing love demonstrate why communication may be important for understanding each other’s needs and expectations (see Figure 1). Maya sometimes interprets Noah’s behaviour as emotionally distant, while Noah feels that Maya expects constant intensity. Although they care deeply about each other, both are becoming less satisfied and are questioning whether their relationship will last. Could their different love styles be affecting how they understand and respond to one another? {{RoundBoxBottom}} *Love styles {{clarify|Is this a psychological theory? Or something else?}} are different ways people approach, express, and experience romantic love. Lee’s colour wheel theory identifies six styles: eros, ludus, storge, pragma, mania and agape (Lee, 1977). These styles were later operationalised through the Love Attitudes Scale (Hendrick & Hendrick, 1986). *Love styles often influence how individuals experience intimacy, commitment, communication and conflict. Research generally associates eros and agape with greater relationship quality, and ludus is associated with poorer relationship outcomes (Davis & Latty-Mann, 1987). *Relationship satisfaction concerns how positively individuals view their relationships, while stability concerns whether relationships are maintained over time. Although these outcomes are related, a stable relationship is not necessarily satisfying, and a satisfying relationship is not guaranteed to remain stable. *Psychological research can help explain how love styles influence relationship outcomes directly and through processes such as communication, compatibility and coping. However, love styles do not determine whether a relationship will succeed or fail (Vedes et al., 2016) {{RoundBoxTop|theme=7}} '''Focus questions''' * What are the different love styles? * How do love styles influence relationship satisfaction? * How do love styles influence relationship stability? * How do partner compatibility and other psychological factors shape these relationships? {{RoundBoxBottom}} ==What are the different love styles?== * Love styles describe attitudes and beliefs about romantic love rather than being fixed categories of people. * [[wikipedia:Colour wheel theory of love|Lee’s colour wheel theory]] proposes six love styles: eros, ludus, storge, pragma, mania and agape (Lee, 1977). * Individuals can have several love styles, and their styles and attitudes may vary between relationships and across life stages (Hendrick & Hendrick, 1986). [[File:Colour Wheel of Love.jpeg|thumb|300x300px|'''Figure 2.''' Lee’s colour wheel theory showing the three primary love styles—eros, ludus and storge—and the three secondary styles formed from their combinations: mania, pragma and agape.]] === Lee's colour wheel theory === * Eros is passionate love characterised by physical attraction, ludus approaches love as a game, and storge is love that develops gradually from friendship (Lee, 1977). * Mania combines intense emotion with possessiveness and dependency, pragma involves practical partner selection, and agape emphasises selfless and giving love (Lee, 1977). * Lee conceptualised eros, ludus and storge as primary styles, while mania, pragma and agape were formed from combinations of the primary styles (Lee, 1977; see Figure 2). * The colour-wheel model suggests that approaches to love can often overlap and mix rather than being completely separate categories (Lee, 1977). === Measuring love styles === * Hendrick and Hendrick (1986) developed the [[wikipedia:Love Attitudes Scale|Love Attitudes Scale]] to measure individuals' attitudes towards Lee’s six love styles. * The original scale measures each love style separately, meaning that a person can score highly on more than one style. * Hendrick et al. (1998) developed a 24-item short form containing four items for each of the six love styles. * The scale relies on self-reported attitudes and therefore may be influenced by social desirability, cultural expectations and participants’ relationship experiences. {{RoundBoxTop|theme=5}} ;Test your knowledge <quiz display=simple> {Jordan believes that the strongest romantic relationships develop gradually from friendship. Which love style does this best represent? |type="()"} - Eros - Ludus + Storge - Mania </quiz> {{RoundBoxBottom}} == How do love styles influence relationship satisfaction? == * Relationship satisfaction refers to a person’s overall evaluation of the quality and fulfilment of their romantic relationship. * Love styles may influence satisfaction by shaping expectations, affection, intimacy, communication and responses to conflict. * Research generally identifies positive associations for eros and agape and negative associations for ludus, while findings for the other styles are less consistent (Davis & Latty-Mann, 1987; Vedes et al., 2016). === Love styles associated with greater satisfaction === * Eros is generally associated with intimacy, passion, commitment and positive evaluations of relationship quality (Davis & Latty-Mann, 1987; Levy & Davis, 1988). * Agape may support satisfaction through care, concern and a willingness to provide support. * Eros and agape have been positively associated with constructive dyadic coping and relationship satisfaction (Vedes et al., 2016). * Storge may support trust and companionship because it develops from friendship, although its association with satisfaction is less consistent. === Love styles associated with lower satisfaction === * Ludus is generally associated with lower intimacy, commitment and relationship satisfaction because it can involve game-playing and avoidance of dependence (Davis & Latty-Mann, 1987; Vedes et al., 2016). * Mania may create passion but can also involve jealousy, possessiveness, anxiety and dependency, potentially reducing satisfaction. * Pragma’s practical approach may help with partner selection, but it does not consistently predict emotional closeness or relationship satisfaction. * These findings are associations and do not explicitly demonstrate that a particular love style inevitably causes a satisfying or unsatisfying relationship. == How do love styles influence relationship stability? == * Relationship stability concerns whether a relationship is maintained over time, whereas satisfaction concerns how positively the relationship is evaluated. * Love styles may influence stability indirectly through commitment, trust, conflict, coping and relationship-maintenance behaviours. * Most love-style research examines satisfaction or relationship quality rather than actual separation over time. === Commitment and relationship maintenance === * Eros and agape are associated with commitment and constructive responses to relationship difficulties, which may support relationship maintenance (Levy & Davis, 1988; Vedes et al., 2016). * Dyadic coping partially explains the association between eros, agape and relationship satisfaction because supportive partners manage stress together (Vedes et al., 2016). * Ludus may weaken stability when game-playing, emotional distance or limited commitment reduces trust between partners. * Mania may create a strong desire to preserve a relationship, but jealousy and dependency can also contribute to conflict and instability. === Satisfaction and stability === * Satisfaction and stability are connected but distinct: a relationship may continue despite dissatisfaction, while a satisfying relationship may still end. * Greater satisfaction may encourage commitment, but stability is also shaped by investments, alternatives, shared responsibilities and barriers to leaving. * Love styles should therefore be understood as one possible influence on stability rather than a complete explanation. * Longitudinal research is needed to determine whether love styles can reliably predict changes in relationship satisfaction and stability over time. == How do compatibility and other psychological factors shape relationship outcomes? == * Relationship outcomes may depend on the combination of both partners’ love styles rather than one individual’s style alone. * Compatibility does not necessarily require partners to have identical styles; it may involve understanding and responding effectively to different expectations. * Attachment, communication, coping, culture, age and relationship stage may also influence the connections between love styles, satisfaction and stability. === Compatibility between partners === * Couples have demonstrated similarity in several love styles, but similarity does not consistently guarantee greater relationship quality (Davis & Latty-Mann, 1987). * Differences between partners in eros, agape and ludus have been associated with aspects of relationship quality. * A dyadic approach considers how each partner’s love style may affect both their own satisfaction and their partner’s satisfaction ((Agus et al., 2021; Vedes et al., 2016). * Communication may help partners interpret different expressions of love without automatically viewing those differences as rejection or incompatibility. === Individual and contextual factors === * Attachment styles overlap with love styles and can independently influence closeness, trust and satisfaction (Fricker & Moore, 2002; Levy & Davis, 1988). * [[Motivation and emotion/Book/2014/Love and culture|Cultural influences]] on romantic love may shape which love styles individuals endorse and how love is understood and expressed. * Age, gender, relationship duration and previous relationship experiences may also shape love attitudes. * Much of the earlier research used Western, heterosexual and student samples, which limits the generalisability of its findings. * Love styles should be used for reflection and understanding, not as diagnoses or fixed predictions of relationship success. ==Conclusion== *Love styles influence how individuals understand and express romantic love, which may shape communication, intimacy and expectations within relationships. *Eros and agape are generally associated with greater relationship satisfaction, whereas ludus tends to be associated with poorer outcomes; findings for storge, pragma and mania are more complex (Davis & Latty-Mann, 1987; Vedes et al., 2016). * Love styles may affect relationship stability indirectly through commitment, trust, conflict management and dyadic coping. * Compatibility does not necessarily require partners to share identical love styles; communication and understanding may help partners navigate different expectations. * Love styles are only one influence on relationship outcomes, alongside attachment, culture, life stage and other contextual factors. * Overall, no individual love style can guarantee whether a relationship will be satisfying or stable. ==See also== * [[wikipedia:Colour wheel theory of love|Colour wheel theory of love]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationship satisfaction]] (Book chapter, 2025) ==References== {{Hanging indent|1= Agus, M., Puddu, L., & Raffagnino, R. (2021). Exploring the similarity of partners’ love styles and their relationships with marital satisfaction: A dyadic approach. Sage Open, 11(4). https://doi.org/10.1177/21582440211040785 Davis, K. E., & Latty-Mann, H. (1987). Love styles and relationship quality: A contribution to validation. Journal of Social and Personal Relationships, 4(4), 409–428. https://doi.org/10.1177/0265407587044002 Fricker, J., & Moore, S. (2002). Relationship satisfaction: The role of love styles and attachment styles. Current Research in Social Psychology, 7(11). Hendrick, C., & Hendrick, S. (1986). A theory and method of love. Journal of Personality and Social Psychology, 50(2), 392–402. https://doi.org/10.1037/0022-3514.50.2.392 Hendrick, S. S., Dicke, A., & Hendrick, C. (1998). The relationship assessment scale. Journal of Social and Personal Relationships, 15(1), 137–142. https://doi.org/10.1177/0265407598151009 Lee, J. A. (1977). A typology of styles of loving. Personality and Social Psychology Bulletin, 3(2), 173–182. https://doi.org/10.1177/014616727700300204 Levy, M. B., & Davis, K. E. (1988). Love styles and attachment styles compared: Their relations to each other and to various relationship characteristics. Journal of Social and Personal Relationships, 5(4), 439–471. https://doi.org/10.1177/0265407588054004 Neto, F. (2007). Love styles: A cross-cultural study of British, Indian, and Portuguese college students. Journal of Comparative Family Studies, 38(2), 239–254. https://doi.org/10.3138/jcfs.38.2.239 Vedes, A., Hilpert, P., Nussbeck, F. W., Randall, A. K., Bodenmann, G., & Lind, W. R. (2016). Love styles, coping, and relationship satisfaction: A dyadic approach. Personal Relationships, 23(1), 84–97. https://doi.org/10.1111/pere.12112}} ==External links== * [https://www.psytoolkit.org/survey-library/love-styles-hendrick-sf.html Love Attitudes Scale (short form)] (PsyToolkit) * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [https://greatergood.berkeley.edu/article/item/when_are_you_sacrificing_too_much_in_your_relationship When are you sacrificing too much in your relationship?] (Greater Good Science Center) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Relationships]] 9q6bvm5h40jvr3a9ahqyw3dy2wb4jc3 0 330218 2829395 2825226 2026-08-29T09:12:31Z Alandmanson 1669821 2829395 wikitext text/x-wiki =Apoidea= There are many familiar species in this superfamily; it includes seven families of bees and about 13 families of wasps. <gallery mode=packed heights=200> Amegilla atrocincta.jpg|''Amegilla atrocincta'', Apidae Xylocopa olivacea Vynbos 2.jpg|''Xylocopa olivacea'', Apidae Megachile maxillosa inaturalist 209496203.jpg|''Megachile maxillosa'', Megachilidae Hylaeus heraldicus inaturalist 68861048.jpg|''Hylaeus heraldicus'', Colletidae Black Mud-dauber Wasp (Sceliphron spirifex) on Buffalo-Thorn (Ziziphus mucronata) flowers ... (52739846889).jpg|''Sceliphron spirifex'', Sphecidae Ammophila ferrugineipes04.jpg|''Ammophila'' cf. ''ferrugineipes'', Sphecidae Philanthus triangulum diadema 187037342.jpg|''Philanthus triangulum'', Philanthidae </gallery> The cladogram below shows the probable relationships between the apoid wasp families (Sphecidae ''sensu lato'') and the bees (Anthophila).<ref name=Krichilsky2025>Krichilsky, E., Sann, M., & Ohl, M. (2025). Systematics of Sphecidae sensu lato: Past, Present, and Future—Quantifying Diversity, Taxonomy, and Phylogeny. Insect Systematics and Diversity, 9(6), ixaf037.</ref><ref name=waspweb>van Noort, S. 2026. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/index.htm (accessed on 16 June 2026).</ref> {{clade| style=font-size:100%;line-height:100% |label1=[[w:Apoidea|Apoidea]] |1={{clade |1=[[African Arthropods/Ampulicidae|Ampulicidae]] (Two Afrotropical genera in one subfamily) |2={{clade |1={{clade |1={{clade |1=Mellinidae (No Afrotropical genera) |2=[[Heterogynaidae]] (One Afrotropical genus) }} |2={{clade |1=[[African Arthropods/Sphecidae|Sphecidae]] (Nine Afrotropical genera in four subfamilies) |2=[[African Arthropods/Crabroninae|Crabronidae]] (46 Afrotropical genera in one subfamily) }} }} |2={{clade |1=[[African Arthropods/Astatidae|Astatidae]] (Three Afrotropical genera) |2={{clade |1=[[African Arthropods/Bembicidae|Bembicidae]] (18 Afrotropical genera in three subfamilies) |2={{clade |1={{clade |1=[[African Arthropods/Pemphredonidae|Pemphredonidae]] (Seven Afrotropical genera in two subfamilies) |2={{clade |1=[[African Arthropods/Philanthidae|Philanthidae]] (Seven Afrotropical genera in four subfamilies) |2={{clade |1=[[Eremiaspheciidae]] (One Afrotropical species) |2=Entomosericidae (No Afrotropical genera) }} }} }} |2={{clade |1=[[African Arthropods/Psenidae|Psenidae]] (Four Afrotropical genera) |2={{clade |1=[[Ammoplanidae]] (Two Afrotropical genera) |2=[[Anthophila]] (Bees - 2755 Afrotropical species in 99 genera; six families)<ref name=Eardley2010>Eardley, C., & Urban, R. (2010). Catalogue of Afrotropical bees (Hymenoptera: Apoidea: Apiformes). Zootaxa, 2455(1), 1-548.</ref> }} }} }} }} }} }} }} }} :'''Basal Apoidea''' <gallery mode=packed heights=200> Ampulicidae 37894270 suncana.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Ammophila (wasp)|''Ampulex'' cf. ''apicalis'']]) Dolichurus cf basuto iN 99066897 Sep 29, 2021.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Dolichurus|''Dolichurus'' cf. ''basuto'']]) </gallery> :'''Sphecid clade''' <gallery mode=packed heights=200> Heterogyna04.jpg|[[w:Heterogynaidae|Heterogynaidae]] (''Heterogyna'' sp.) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[African Arthropods/Crabroninae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Ammophila ferrugineipes Thread-waisted wasp IMG 2008s.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Ammophila|Ammophila ferrugineipes]]'') Sceliphron spirifex 2015 10 10 01.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Sceliphron spirifex|Sceliphron spirifex]]'') </gallery> :'''Astatidae''' <gallery mode=packed heights=200> Astata iN 105162782 Nicola van Berkel.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata |''Astata'' sp.]]) Astata melanaria.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata melanaria |''Astata melanaria'']]) </gallery> :'''Bembicidae''' <gallery mode=packed heights=200> Gorytes natalensis 112517046.jpg|[[w:Bembicidae|Bembicidae]] - sand wasps ([[w:Gorytes |''Gorytes'' cf ''natalensis'']]) </gallery> :'''Philanthid clade''' <gallery mode=packed heights=200> Carinostigmus iN 171762921 01.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Carinostigmus|Carinostigmus]]'' sp.) Polemistus braunsii iNaturalist 228280708.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Polemistus braunsii|Polemistus braunsii]]'') Cerceris 2019 12 02 2310.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Cerceris|Cerceris]]'' sp.) Philanthus triangulum diadema 187037342.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Philanthus triangulum|Philanthus triangulum diadema]]'') </gallery> :'''Families closely related to bees''' <gallery mode=packed heights=200> Psenini iN 1022563 i c riddell.jpg|[[w:Psenidae|Psenidae]] (Unidentified psenid wasp) Lindenius columbianus 02.jpg|[[w:Ammoplanidae|Ammoplanidae]] (''Ammoplanus salicis'', an ammoplanid wasp from New Mexico) </gallery> :'''Epifamily Anthophila (Bees)''' <gallery mode=packed heights=200> A mining bee, Genus Andrena.jpg|'''[[w:Andrenidae|Andrenidae]]''' - Mining bees (''Andrena'' sp.) Peltophorum africanum 1DS-II 6699.jpg|'''[[w:Apidae|Apidae]]''' - honey, cuckoo, digger & carpenter bees (''Xylocopa caffra'') Scrapter niger 2 flowers towards Avontuur.jpg|'''[[w:Colletidae|Colletidae]]''' - membrane, plasterer & masked bees (''Scrapter niger'') Halictid Bees (Spatunomia rubra) males roosting on a branch (16602329167).jpg|'''[[w:Halictidae|Halictidae]]''' - sweat bees, flower bees (''Spatunomia rubra'') Black bee in flower (6967270401).jpg|'''[[w:Megachilidae|Megachilidae]]''' - leaf-cutting bees, mason bees Rediviva, f, south africa, side 2014-11-04-13.11.43 ZS PMax (15794500671).jpg|'''[[w:Melittidae|Melittidae]]''' - melittid bees (''Rediviva'' sp.) </gallery> == Useful links for Apoidea == [http://www.biodiversitylibrary.org/page/60352960 Arnold, G. 1922. The Sphegidae of South Africa. Part I. Annals of the Transvaal Museum 9:101-138.] [http://www.biodiversitylibrary.org/page/60353002 Arnold, G. 1923a. The Sphegidae of South Africa. Part II. Annals of the Transvaal Museum 9:143-190, pl. V.] [http://www.biodiversitylibrary.org/page/60353053 Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:191-253.] ==References== {{reflist}} {{BookCat}} 79sld8we6kqu7nsls5eikwdsciwwq9z 2829396 2829395 2026-08-29T09:20:19Z Alandmanson 1669821 /* Useful links for Apoidea */ 2829396 wikitext text/x-wiki =Apoidea= There are many familiar species in this superfamily; it includes seven families of bees and about 13 families of wasps. <gallery mode=packed heights=200> Amegilla atrocincta.jpg|''Amegilla atrocincta'', Apidae Xylocopa olivacea Vynbos 2.jpg|''Xylocopa olivacea'', Apidae Megachile maxillosa inaturalist 209496203.jpg|''Megachile maxillosa'', Megachilidae Hylaeus heraldicus inaturalist 68861048.jpg|''Hylaeus heraldicus'', Colletidae Black Mud-dauber Wasp (Sceliphron spirifex) on Buffalo-Thorn (Ziziphus mucronata) flowers ... (52739846889).jpg|''Sceliphron spirifex'', Sphecidae Ammophila ferrugineipes04.jpg|''Ammophila'' cf. ''ferrugineipes'', Sphecidae Philanthus triangulum diadema 187037342.jpg|''Philanthus triangulum'', Philanthidae </gallery> The cladogram below shows the probable relationships between the apoid wasp families (Sphecidae ''sensu lato'') and the bees (Anthophila).<ref name=Krichilsky2025>Krichilsky, E., Sann, M., & Ohl, M. (2025). Systematics of Sphecidae sensu lato: Past, Present, and Future—Quantifying Diversity, Taxonomy, and Phylogeny. Insect Systematics and Diversity, 9(6), ixaf037.</ref><ref name=waspweb>van Noort, S. 2026. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/index.htm (accessed on 16 June 2026).</ref> {{clade| style=font-size:100%;line-height:100% |label1=[[w:Apoidea|Apoidea]] |1={{clade |1=[[African Arthropods/Ampulicidae|Ampulicidae]] (Two Afrotropical genera in one subfamily) |2={{clade |1={{clade |1={{clade |1=Mellinidae (No Afrotropical genera) |2=[[Heterogynaidae]] (One Afrotropical genus) }} |2={{clade |1=[[African Arthropods/Sphecidae|Sphecidae]] (Nine Afrotropical genera in four subfamilies) |2=[[African Arthropods/Crabroninae|Crabronidae]] (46 Afrotropical genera in one subfamily) }} }} |2={{clade |1=[[African Arthropods/Astatidae|Astatidae]] (Three Afrotropical genera) |2={{clade |1=[[African Arthropods/Bembicidae|Bembicidae]] (18 Afrotropical genera in three subfamilies) |2={{clade |1={{clade |1=[[African Arthropods/Pemphredonidae|Pemphredonidae]] (Seven Afrotropical genera in two subfamilies) |2={{clade |1=[[African Arthropods/Philanthidae|Philanthidae]] (Seven Afrotropical genera in four subfamilies) |2={{clade |1=[[Eremiaspheciidae]] (One Afrotropical species) |2=Entomosericidae (No Afrotropical genera) }} }} }} |2={{clade |1=[[African Arthropods/Psenidae|Psenidae]] (Four Afrotropical genera) |2={{clade |1=[[Ammoplanidae]] (Two Afrotropical genera) |2=[[Anthophila]] (Bees - 2755 Afrotropical species in 99 genera; six families)<ref name=Eardley2010>Eardley, C., & Urban, R. (2010). Catalogue of Afrotropical bees (Hymenoptera: Apoidea: Apiformes). Zootaxa, 2455(1), 1-548.</ref> }} }} }} }} }} }} }} }} :'''Basal Apoidea''' <gallery mode=packed heights=200> Ampulicidae 37894270 suncana.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Ammophila (wasp)|''Ampulex'' cf. ''apicalis'']]) Dolichurus cf basuto iN 99066897 Sep 29, 2021.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Dolichurus|''Dolichurus'' cf. ''basuto'']]) </gallery> :'''Sphecid clade''' <gallery mode=packed heights=200> Heterogyna04.jpg|[[w:Heterogynaidae|Heterogynaidae]] (''Heterogyna'' sp.) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[African Arthropods/Crabroninae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Ammophila ferrugineipes Thread-waisted wasp IMG 2008s.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Ammophila|Ammophila ferrugineipes]]'') Sceliphron spirifex 2015 10 10 01.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Sceliphron spirifex|Sceliphron spirifex]]'') </gallery> :'''Astatidae''' <gallery mode=packed heights=200> Astata iN 105162782 Nicola van Berkel.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata |''Astata'' sp.]]) Astata melanaria.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata melanaria |''Astata melanaria'']]) </gallery> :'''Bembicidae''' <gallery mode=packed heights=200> Gorytes natalensis 112517046.jpg|[[w:Bembicidae|Bembicidae]] - sand wasps ([[w:Gorytes |''Gorytes'' cf ''natalensis'']]) </gallery> :'''Philanthid clade''' <gallery mode=packed heights=200> Carinostigmus iN 171762921 01.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Carinostigmus|Carinostigmus]]'' sp.) Polemistus braunsii iNaturalist 228280708.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Polemistus braunsii|Polemistus braunsii]]'') Cerceris 2019 12 02 2310.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Cerceris|Cerceris]]'' sp.) Philanthus triangulum diadema 187037342.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Philanthus triangulum|Philanthus triangulum diadema]]'') </gallery> :'''Families closely related to bees''' <gallery mode=packed heights=200> Psenini iN 1022563 i c riddell.jpg|[[w:Psenidae|Psenidae]] (Unidentified psenid wasp) Lindenius columbianus 02.jpg|[[w:Ammoplanidae|Ammoplanidae]] (''Ammoplanus salicis'', an ammoplanid wasp from New Mexico) </gallery> :'''Epifamily Anthophila (Bees)''' <gallery mode=packed heights=200> A mining bee, Genus Andrena.jpg|'''[[w:Andrenidae|Andrenidae]]''' - Mining bees (''Andrena'' sp.) Peltophorum africanum 1DS-II 6699.jpg|'''[[w:Apidae|Apidae]]''' - honey, cuckoo, digger & carpenter bees (''Xylocopa caffra'') Scrapter niger 2 flowers towards Avontuur.jpg|'''[[w:Colletidae|Colletidae]]''' - membrane, plasterer & masked bees (''Scrapter niger'') Halictid Bees (Spatunomia rubra) males roosting on a branch (16602329167).jpg|'''[[w:Halictidae|Halictidae]]''' - sweat bees, flower bees (''Spatunomia rubra'') Black bee in flower (6967270401).jpg|'''[[w:Megachilidae|Megachilidae]]''' - leaf-cutting bees, mason bees Rediviva, f, south africa, side 2014-11-04-13.11.43 ZS PMax (15794500671).jpg|'''[[w:Melittidae|Melittidae]]''' - melittid bees (''Rediviva'' sp.) </gallery> == Useful links for Apoidea == [http://www.biodiversitylibrary.org/page/60352960 Arnold, G. 1922. The Sphegidae of South Africa. Part I. Annals of the Transvaal Museum 9:101-138.] [http://www.biodiversitylibrary.org/page/60353002 Arnold, G. 1923a. The Sphegidae of South Africa. Part II. Annals of the Transvaal Museum 9:143-190, pl. V.] [http://www.biodiversitylibrary.org/page/60353053 Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:191-253.] [https://archive.org/details/bub_gb_FExMjuRhjpIC/mode/2up Bohart, R.M. & Menke, A. S. 1976. Sphecid Wasps of the World: a Generic Revision. University of California Press, Berkeley, California.] ==References== {{reflist}} {{BookCat}} 8yubyrlqhi0c0eahffv7voyj4gwc9k4 2829397 2829396 2026-08-29T09:22:00Z Alandmanson 1669821 /* Useful links for Apoidea */ 2829397 wikitext text/x-wiki =Apoidea= There are many familiar species in this superfamily; it includes seven families of bees and about 13 families of wasps. <gallery mode=packed heights=200> Amegilla atrocincta.jpg|''Amegilla atrocincta'', Apidae Xylocopa olivacea Vynbos 2.jpg|''Xylocopa olivacea'', Apidae Megachile maxillosa inaturalist 209496203.jpg|''Megachile maxillosa'', Megachilidae Hylaeus heraldicus inaturalist 68861048.jpg|''Hylaeus heraldicus'', Colletidae Black Mud-dauber Wasp (Sceliphron spirifex) on Buffalo-Thorn (Ziziphus mucronata) flowers ... (52739846889).jpg|''Sceliphron spirifex'', Sphecidae Ammophila ferrugineipes04.jpg|''Ammophila'' cf. ''ferrugineipes'', Sphecidae Philanthus triangulum diadema 187037342.jpg|''Philanthus triangulum'', Philanthidae </gallery> The cladogram below shows the probable relationships between the apoid wasp families (Sphecidae ''sensu lato'') and the bees (Anthophila).<ref name=Krichilsky2025>Krichilsky, E., Sann, M., & Ohl, M. (2025). Systematics of Sphecidae sensu lato: Past, Present, and Future—Quantifying Diversity, Taxonomy, and Phylogeny. Insect Systematics and Diversity, 9(6), ixaf037.</ref><ref name=waspweb>van Noort, S. 2026. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/index.htm (accessed on 16 June 2026).</ref> {{clade| style=font-size:100%;line-height:100% |label1=[[w:Apoidea|Apoidea]] |1={{clade |1=[[African Arthropods/Ampulicidae|Ampulicidae]] (Two Afrotropical genera in one subfamily) |2={{clade |1={{clade |1={{clade |1=Mellinidae (No Afrotropical genera) |2=[[Heterogynaidae]] (One Afrotropical genus) }} |2={{clade |1=[[African Arthropods/Sphecidae|Sphecidae]] (Nine Afrotropical genera in four subfamilies) |2=[[African Arthropods/Crabroninae|Crabronidae]] (46 Afrotropical genera in one subfamily) }} }} |2={{clade |1=[[African Arthropods/Astatidae|Astatidae]] (Three Afrotropical genera) |2={{clade |1=[[African Arthropods/Bembicidae|Bembicidae]] (18 Afrotropical genera in three subfamilies) |2={{clade |1={{clade |1=[[African Arthropods/Pemphredonidae|Pemphredonidae]] (Seven Afrotropical genera in two subfamilies) |2={{clade |1=[[African Arthropods/Philanthidae|Philanthidae]] (Seven Afrotropical genera in four subfamilies) |2={{clade |1=[[Eremiaspheciidae]] (One Afrotropical species) |2=Entomosericidae (No Afrotropical genera) }} }} }} |2={{clade |1=[[African Arthropods/Psenidae|Psenidae]] (Four Afrotropical genera) |2={{clade |1=[[Ammoplanidae]] (Two Afrotropical genera) |2=[[Anthophila]] (Bees - 2755 Afrotropical species in 99 genera; six families)<ref name=Eardley2010>Eardley, C., & Urban, R. (2010). Catalogue of Afrotropical bees (Hymenoptera: Apoidea: Apiformes). Zootaxa, 2455(1), 1-548.</ref> }} }} }} }} }} }} }} }} :'''Basal Apoidea''' <gallery mode=packed heights=200> Ampulicidae 37894270 suncana.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Ammophila (wasp)|''Ampulex'' cf. ''apicalis'']]) Dolichurus cf basuto iN 99066897 Sep 29, 2021.jpg|[[w:Ampulicidae|Ampulicidae]] - cockroach wasps ([[w:Dolichurus|''Dolichurus'' cf. ''basuto'']]) </gallery> :'''Sphecid clade''' <gallery mode=packed heights=200> Heterogyna04.jpg|[[w:Heterogynaidae|Heterogynaidae]] (''Heterogyna'' sp.) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[African Arthropods/Crabroninae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Ammophila ferrugineipes Thread-waisted wasp IMG 2008s.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Ammophila|Ammophila ferrugineipes]]'') Sceliphron spirifex 2015 10 10 01.jpg|[[w:Sphecidae|Sphecidae]] - mud daubers, digger & sand wasps (''[[w:Sceliphron spirifex|Sceliphron spirifex]]'') </gallery> :'''Astatidae''' <gallery mode=packed heights=200> Astata iN 105162782 Nicola van Berkel.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata |''Astata'' sp.]]) Astata melanaria.jpg|[[w:Astatidae|Astatidae]] - astatid wasps ([[w:Astata melanaria |''Astata melanaria'']]) </gallery> :'''Bembicidae''' <gallery mode=packed heights=200> Gorytes natalensis 112517046.jpg|[[w:Bembicidae|Bembicidae]] - sand wasps ([[w:Gorytes |''Gorytes'' cf ''natalensis'']]) </gallery> :'''Philanthid clade''' <gallery mode=packed heights=200> Carinostigmus iN 171762921 01.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Carinostigmus|Carinostigmus]]'' sp.) Polemistus braunsii iNaturalist 228280708.jpg|[[w:Pemphredonidae|Pemphredonidae]] - aphid wasps (''[[w:Polemistus braunsii|Polemistus braunsii]]'') Cerceris 2019 12 02 2310.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Cerceris|Cerceris]]'' sp.) Philanthus triangulum diadema 187037342.jpg|[[w:Philanthidae|Philanthidae]] - bee wolves and allies (''[[w:Philanthus triangulum|Philanthus triangulum diadema]]'') </gallery> :'''Families closely related to bees''' <gallery mode=packed heights=200> Psenini iN 1022563 i c riddell.jpg|[[w:Psenidae|Psenidae]] (Unidentified psenid wasp) Lindenius columbianus 02.jpg|[[w:Ammoplanidae|Ammoplanidae]] (''Ammoplanus salicis'', an ammoplanid wasp from New Mexico) </gallery> :'''Epifamily Anthophila (Bees)''' <gallery mode=packed heights=200> A mining bee, Genus Andrena.jpg|'''[[w:Andrenidae|Andrenidae]]''' - Mining bees (''Andrena'' sp.) Peltophorum africanum 1DS-II 6699.jpg|'''[[w:Apidae|Apidae]]''' - honey, cuckoo, digger & carpenter bees (''Xylocopa caffra'') Scrapter niger 2 flowers towards Avontuur.jpg|'''[[w:Colletidae|Colletidae]]''' - membrane, plasterer & masked bees (''Scrapter niger'') Halictid Bees (Spatunomia rubra) males roosting on a branch (16602329167).jpg|'''[[w:Halictidae|Halictidae]]''' - sweat bees, flower bees (''Spatunomia rubra'') Black bee in flower (6967270401).jpg|'''[[w:Megachilidae|Megachilidae]]''' - leaf-cutting bees, mason bees Rediviva, f, south africa, side 2014-11-04-13.11.43 ZS PMax (15794500671).jpg|'''[[w:Melittidae|Melittidae]]''' - melittid bees (''Rediviva'' sp.) </gallery> == Useful links for Apoidea == [http://www.biodiversitylibrary.org/page/60352960 Arnold, G. 1922. The Sphegidae of South Africa. Part I. Annals of the Transvaal Museum 9:101-138.] [http://www.biodiversitylibrary.org/page/60353002 Arnold, G. 1923a. The Sphegidae of South Africa. Part II. Annals of the Transvaal Museum 9:143-190, pl. V.] [http://www.biodiversitylibrary.org/page/60353053 Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:191-253.] [https://archive.org/details/bub_gb_FExMjuRhjpIC/mode/2up Bohart, R.M. & Menke, A. S. 1976. Sphecid Wasps of the World: a Generic Revision. University of California Press, Berkeley, California.] [https://www.researchgate.net/publication/268818231 Gess, S.K. & Gess, F.W. 2014. Wasps and bees in southern Africa. SANBI Biodiversity Series 24. South African National Biodiversity Institute, Pretoria. 320 pp.] ==References== {{reflist}} {{BookCat}} abv8lnh79t0ijclbw2ghllorqehicov 10 330233 2829223 2826437 2026-08-28T23:20:24Z Jtneill 10242 2829223 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}} – this can also be listed as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}} – this can also be listed as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> hz4kcn7e9yu9idbe1odkh7wp4mhind7 2829224 2829223 2026-08-28T23:28:05Z Jtneill 10242 2829224 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}} – this can also be listed as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}} – this can also be listed as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> 6yrp6fjpn5rwh0r3zouxpvdz3dyvi4p 2829234 2829224 2026-08-28T23:41:08Z Jtneill 10242 2829234 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> r7693ug5p2t7jf7kf1io703kawd9kcm 2829292 2829234 2026-08-29T02:59:31Z Jtneill 10242 # Promising use of citations 2829292 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> 35kppq9ihw106vl1xglqw8wcqgjrk5g 2829296 2829292 2026-08-29T03:10:37Z Jtneill 10242 # Provide more detailed edit summaries 2829296 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> tfzvd20a1at81mqlk815w10fp1zg605 2829346 2829296 2026-08-29T06:06:13Z Jtneill 10242 2829346 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> j6r0ot831wpqcor40tcmpdg7sn2lfbe 2829349 2829346 2026-08-29T06:13:40Z Jtneill 10242 # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title 2829349 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section; I moved an image into the feature box to help attract reader interest # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Move the scenario or case study into a feature box (with an image) to the start of this section to help engage reader interest # A scenario or case study is planned # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Placeholder use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> e7n5ylfwfbtoiy4vus9238pams30qib 0 330494 2829065 2824212 2026-08-28T12:45:53Z NDM2024 2984088 2829065 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation and outcomes''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ====[[/|Manila conference Oct. 2026]] ==== HEALTH PROMOTING SCHOOLS https://odphp.health.gov/our-work/nutrition-physical-activity/move-your-way-community-resources/toolkit-schools Making every school a health-promoting school https://eurohealthnet.eu/publication/from-awareness-to-action-making-every-school-a-health-promoting-school/ Whiteville City Schools launches pilot diabetes screening program for students https://www.wect.com/2026/02/11/whiteville-city-schools-launches-pilot-diabetes-screening-program-students/ 18 Feb 2026 Social inequalities in health in the EU https://eurohealthnet.eu/publication/social-inequalities-in-health-in-the-eu/ https://www.worlddiabetesfoundation.org/ https://globaldiabeteswalk.org/about/ https://globaldiabeteswalk.org/organise-your-walk/ https://www.diabetescompass.org/ - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 8r3ngsrmqxrxlv60depbmk24jb7zggg 2829067 2829065 2026-08-28T12:51:41Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2829067 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation and outcomes''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> hb2k4mpuvumw8m5n701gc7vunioj99o 2829074 2829067 2026-08-28T12:59:59Z NDM2024 2984088 2829074 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation and outcomes''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ''' 4. Training materials''' ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 5t3udsa7yml5cwrejbtgcc4xubh48ne 2829075 2829074 2026-08-28T13:03:26Z NDM2024 2984088 2829075 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ''' 4. Training materials''' ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> rs281w6u8m8jnhi6zwglxg35de05881 2829107 2829075 2026-08-28T14:37:22Z NDM2024 2984088 2829107 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ''' 4. Training materials''' ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> j8igjg3gxkchu1whqwk0kmsxndn49gg 2829108 2829107 2026-08-28T14:37:58Z NDM2024 2984088 /* Health promotion in the schools */ 2829108 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ''' 4. Training materials''' 4.1 ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> f0ascwn3yj29cnmfjep0rupzh45swpn 2829112 2829108 2026-08-28T14:40:29Z NDM2024 2984088 2829112 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== * 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> * 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> * 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> * 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> * * <big>2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ''' 4. Training materials''' 4.1 ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 8o7c0k8ukvkwqvipdhp9jv3a8g66v1c 2829115 2829112 2026-08-28T14:45:06Z NDM2024 2984088 /* 1.1 The Maritime Health database design */ 2829115 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''4. EDUCATIONAL MATERIALS ''' 4.1 ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> cwkphkptzzrnajv0b1k1jh6rnhe0y71 2829116 2829115 2026-08-28T14:47:26Z NDM2024 2984088 2829116 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' ===[[/The Maritime Health database design // |The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' 4.1 ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> qdbzkjp3g3qrfwdmq6wsywv6arn0m43 2829117 2829116 2026-08-28T14:47:45Z NDM2024 2984088 /* The Maritime Health database design */ 2829117 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' ===[[/The Maritime Health database design // |The Maritime Health database]] === 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' 4.1 ====[[/|Health promotion in the schools]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> l2y2nubq1ybuctf08s35wed54u1y62g 2829126 2829117 2026-08-28T15:00:30Z NDM2024 2984088 2829126 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' ===[[/The Maritime Health database design // |The Maritime Health database]] === 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' [[/|Health promotion in the schools]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> sfjz1m6ot68vhft5p5nyn9yue64h843 2829129 2829126 2026-08-28T15:03:00Z NDM2024 2984088 /* The Maritime Health database */ 2829129 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' [[/The Maritime Health database design // |The Maritime Health database]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' [[/|Health promotion in the schools]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> gjshhu8kemitjkna1zhhy19qf6fukeb 2829131 2829129 2026-08-28T15:04:39Z NDM2024 2984088 2829131 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' [[/|Health promotion in the schools]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 5qm54zd5lcx2mv0tmz90dvpl8wkl1iu 2829133 2829131 2026-08-28T15:10:14Z NDM2024 2984088 2829133 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' - [[/|Health promotion in the schools]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 79mxccuf5qmugmx01jonhfxj3pjcy5u 2829138 2829133 2026-08-28T15:15:15Z NDM2024 2984088 2829138 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' - [[/|Health promotion in the schools]] [[Category:Prediabetes ]] [[Category:Prediabetes ]] '''GENERAL RESEARCH METHODS''' - General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> cm4n9j26edkocwvudd14w2onsgyq473 2829139 2829138 2026-08-28T15:17:12Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2829139 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== '''EDUCATIONAL MATERIALS ''' - [[/|Health promotion in the schools]] [[Category:Prediabetes ]] [[Category:Prediabetes ]] '''GENERAL RESEARCH METHODS''' - General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> '''PUBLICATIONS ''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''RESEARCH NETWORK:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> ii81yetnawfhvyl22fgqn45mxj1wo9e 2829140 2829139 2026-08-28T15:17:52Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2829140 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> mvjeeusfeh586s73rfp5baa5458nf45 2829142 2829140 2026-08-28T15:19:29Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2829142 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== [[/|Manila conference Oct. 2026]] ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> qbj9bor0byya5p5ksgu15oa1ldpsuku 2829143 2829142 2026-08-28T15:20:41Z NDM2024 2984088 /* /The John Snow Institute bylaws / */ 2829143 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' ====[[/The John Snow Institute bylaws /]]==== ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 5ealqu1v8xdiuf3ky7tshu22qebd3va 2829145 2829143 2026-08-28T15:21:16Z NDM2024 2984088 /* /The John Snow Institute bylaws / */ 2829145 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight.<ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Links below. [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] '''PREVALENCE STUDIES''' 1. [[/The Maritime Health database design // |The Maritime Health database]] 2. Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''INTERVENTION STUDIES''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''ORGANISATION ''' [[/The John Snow Institute bylaws /]] ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> pzv9n6aqt6jp55amgbzr7ys88mu68ko 2829146 2829145 2026-08-28T15:23:39Z NDM2024 2984088 2829146 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation and outcomes''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> t3tsvwetnfj7hrb84bkzx25oah4wbbg 2829148 2829146 2026-08-28T15:27:59Z NDM2024 2984088 2829148 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation''' ====[[/The John Snow Institute bylaws /]]==== ====[[/|Manila conference Oct. 2026]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> rd61jwly2l14ewl519afnilvw0xxvuu 2829150 2829148 2026-08-28T15:31:30Z NDM2024 2984088 2829150 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> ===[[/The Maritime Health database design // |1.1 The Maritime Health database design]]=== 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation''' [[/The John Snow Institute bylaws /]]==== [[/|Manila conference Oct. 2026]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 0qe40xhk9cg71vth1u3d1pci0vhb7e8 2829151 2829150 2026-08-28T15:32:17Z NDM2024 2984088 /* 1.1 The Maritime Health database design */ 2829151 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation''' [[/The John Snow Institute bylaws /]]==== [[/|Manila conference Oct. 2026]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> lj8uxd1h0mknpy6yzy06pi4jpglkv2l 2829153 2829151 2026-08-28T15:33:47Z NDM2024 2984088 2829153 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation''' - [[/The John Snow Institute bylaws /]]==== - [[/|Manila conference Oct. 2026]] ==== - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 1gwg9j8sspwsbp6o92er1j35o3fp7j8 2829154 2829153 2026-08-28T15:35:13Z NDM2024 2984088 2829154 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> 2. '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''3. Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> hcwyv90d99fbkhny1hl2hivderobqft 2829155 2829154 2026-08-28T15:36:45Z NDM2024 2984088 2829155 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big> '''1. Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 61z1srmm2p15txppz9238bpso8xkh0s 2829156 2829155 2026-08-28T15:37:35Z NDM2024 2984088 2829156 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. (See also the General Research Draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> ) All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 88eysnh73k8nzzfq8re1s6fhtqgpvua 2829157 2829156 2026-08-28T15:40:27Z NDM2024 2984088 2829157 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> t4k32h8b6ehv8cmk8wt44ute3rpkszk 2829158 2829157 2026-08-28T15:44:52Z NDM2024 2984088 2829158 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools [[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> sfe6o0chruqgo6rfm28rm45lr2dmpf7 2829159 2829158 2026-08-28T15:46:31Z NDM2024 2984088 2829159 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials available from the international diabetes organisations e.g from the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> s5ztklw1pa9cplgw5255eryqfe5qcq0 2829160 2829159 2026-08-28T15:49:29Z NDM2024 2984088 2829160 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> kp553wckhkagwexpr8iveq1tqbxdt6a 2829179 2829160 2026-08-28T19:28:19Z NDM2024 2984088 2829179 wikitext text/x-wiki ==Links to other languages== https://es.wikiversity.org/w/index.php?title=The_John_Snow_Prediabetes_Institute&action=edit [https://fr.wikiversity.org/wiki/Recherche_et_%C3%89ducation_en_Sant%C3%A9_Maritime-NET French], [https://pt.wikiversity.org/wiki/Pesquisa_e_Educa%C3%A7%C3%A3o_em_Sa%C3%BAde_Mar%C3%ADtima-NET Portugues], [https://beta.wikiversity.org/wiki/Maritim_Sundhedsforskning_og_Uddannelse-NET Danish],[[/Icelandic/]], The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> nhzkb4tkvue2lhcfyj6u0bo30rn22am 2829180 2829179 2026-08-28T19:31:54Z NDM2024 2984088 2829180 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. (https://w.wiki/Skm7) '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] <big>'''Prevalence studies''' </big> [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''Prediabetes-Remission Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> kp553wckhkagwexpr8iveq1tqbxdt6a 0 330750 2829388 2825174 2026-08-29T07:52:03Z Alandmanson 1669821 /* Wings flavo-hyaline, often with a fuscous (darker) apical margin */ 2829388 wikitext text/x-wiki = Guide to South African wasp species of Subtribe Larrina ([[African Arthropods/Crabroninae|Crabronidae]])= == Genus ''Dicranorhina'' Shuckard, 1840 == *''Dicranorhina kohli'' (Brauns, 1899) (South Africa) <gallery mode=packed heights=200> Dicranorhina kohli 2023 07 25 iN 176115975.jpg Dicranorhina kohli 2023 07 25 iN 176115975 b.jpg Dicranorhina kohli.jpg </gallery> == Genus ''Larra'' Fabricius, 1793 == Separation of ''Larra'' from ''Liris'' is difficult (Bohart and Menke, 1976, p.235). A good view of the side of the propodeum is necessary to see the degree of punctuation (smooth in ''Liris'', distinct punctures in ''Larra''). Two South African species (''extrema'' and ''outeniqua'') have ferruginous or blackish-red legs; the third (nigripes) has a red gaster with a black tip: *''Larra extrema'' Dahlbom, 1845 (South Africa) "Abdomen totum nigrum; os, antenne et pedes ex parte, piceo-rufa" (The abdomen is entirely black; the mouth, antennae and feet are partly blackish-red.)<ref>Dahlbom 1845 Hymenoptera Europaea praecipue borealia; ... http://www.biodiversitylibrary.org/page/15796684</ref> *''Larra nigripes'' (Fabricius, 1793) (South Africa) "Black, gaster red, segment 5 somewhat blackish, 6 black. Wings not very dark, pale brownish with yellowish tinge. Gaster impunctate. Interocular distance on vertex = 14.5, at base of clypeus = 23.5, total width of head = 41, antennal segments 3-5 = 8.5, 5.5, 6."<ref>van der Vecht, 1961a. Hymenoptera Sphecoidea Fabriciana. Zoologische Verhandelingen 48:18. http://www.repository.naturalis.nl/document/149001</ref> *''Larra outeniqua'' Arnold, 1923 (South Africa) "Black; mandibles, lower margins of the scapes, all the femora, tibiae and tarsi, and extreme apex of last sternite, ferruginous. Wings pale smoky, the veins black."<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:224. http://www.biodiversitylibrary.org/page/60353086</ref> == ''Liris'' species of South Africa == There are about 70 species of ''Liris'' in the Afrotropics. Most are small (5-24 mm long) and dark, so species identification from photographs is difficult. However, in South Africa, the diversity is obviously more limited, and some have fairly distinctive characteristics, allowing some species identifications to be suggested - of course, it is always possible that the species photographed is one that has not been described, or has not yet been seen South Africa! The summary below is based on the descriptions of George Arnold (published over 100 years ago, so a modern revision of these charismatic wasps is long overdue). Some of the more distinctive characteristics are highlighted in '''bold'''. Keys and descriptions for most Afrotropical "Liris" species can be found in Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:228-253 (as ''Notogonidea'' at http://www.biodiversitylibrary.org/page/60353091, and as ''Liris'' at http://www.biodiversitylibrary.org/page/60353113). === Wings dark fuscous === Very dark wings, often with violet reflections *''Liris'' ''diabolicus'' (Smith, 1873), description as ''Liris diabolica'' in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:252. http://www.biodiversitylibrary.org/page/60353114</ref> '''Dense dark fulvous (to golden) pubescence on head, pronotum and mesonotum'''. *''Liris nugax'' (Kohl, 1894), description as ''Notogonidea nugax'' in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:232. http://www.biodiversitylibrary.org/page/60353094</ref> '''Head with golden pubescence'''. *''Liris atropos'' Gribodo 1984, description as ''Liris atropos'' in in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:253. http://www.biodiversitylibrary.org/page/60353115</ref> Face and clypeus with a yellowish silvery pubescence *''Liris rufoscapus'' (Cameron, 1905), description as ''Notogonidea rufoscapa'' in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:233. http://www.biodiversitylibrary.org/page/60353095</ref> '''Lower half of the face and the clypeus with a thin greyish silvery pubescence'''. *''Liris ciliatus'' (Smith, 1856), description as ''Notogonidea ciliata'' in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:234. http://www.biodiversitylibrary.org/page/60353096</ref> '''Foreleg tarsi with a comb composed of long, flattened spines'''; scapes black. <gallery mode=packed heights=200> Liris inaturalist 197329080.jpg|''Liris diabolicus'' with cricket prey </gallery> === Wings flavo-hyaline, often with a fuscous (darker) apical margin === *''Liris haemorrhoidalis'' (Fabricius, 1804) described in Arnold (1923b).<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:251. http://www.biodiversitylibrary.org/page/60353113</ref> "Black; mandibles except their apices, scape and first three joints of the flagellum, apical half of the fifth and the whole of the sixth abdominal segments above (and more or less also at the sides and below), and all the legs, ferruginous; '''the coxae and trochanters, and basal inner half of the middle and hind femora, black'''. '''Head, pro-mesonotum, scutellum, metanotum and dorsal surface of the abdomen clothed with a very dense, adpressed and short pubescence, of a brassy golden colour''', somewhat darker on the thorax than on the abdomen." *''Liris bembesianus'' (Bischoff, 1913), described as ''Notogonidea bembesiana'' in (Arnold, 1923b)<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:236. http://www.biodiversitylibrary.org/page/60353098</ref> "Black; the scape and first two joints of the flagellum, '''the legs, the fifth and sixth tergites and sometimes also the apical margin of the fourth, the fifth and sixth and greater part of the fourth sternites, bright ferruginous''' (pale burnt sienna); the apical margins of the first three abdominal segments more or less reddish brown. The middle and hind coxae and trochanters sometimes entirely red, or more or less marked with black. Spines on the legs ferruginous, the posterior calcaria piceous ... Clypeus and face with a yellowish silvery pubescence; back of the head and the thorax with a thin, adpressed and pale yellow pubescence, fairly scanty. Upper surface of the abdomen with a very fine pale greyish golden pubescence". The key (Arnold, 1923b)<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:230. http://www.biodiversitylibrary.org/page/60353092</ref> states: "'''Pubescence not strongly golden'''" (as it is in ''Liris haemorrhoidalis''). *''Liris solstitialis'' (Smith, 1856), described as ''Notogonidea solstitialis'' in (Arnold, 1923b)<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:238. http://www.biodiversitylibrary.org/page/60353100</ref> "Black; the '''posterior femora ferruginous'''. Clypeus and face with short and dense silvery pubescence, the rest of the body and legs covered with a dense and exceedingly fine pruinose bloom, somewhat yellowish on the mesonotum and epinotum, and forming more conspicuous transverse and silvery grey fasciae on the apical margins of the abdominal segments." From the key (Arnold, 1923b)<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:230. http://www.biodiversitylibrary.org/page/60353092</ref>: "'''Abdomen entirely black.'''" *''Liris croesus'' (Smith, 1856), described as ''Notogonidea felina'' in (Arnold, 1923b)<ref>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:235. http://www.biodiversitylibrary.org/page/60353097</ref> "Black; the tarsi and all the spines on the legs dark ferruginous; apical abdominal segment piceous." <gallery mode=packed heights=200> Liris on Crassula iN 42678436 03.jpg|''Liris haemorrhoidalis'' Liris inaturalist 108164286 02.jpg|''Liris solstitialis'' Liris inaturalist 108164286 01.jpg|''Liris solstitialis'' with cricket prey </gallery> === Wings hyaline === Wings hyaline (colorless, glassy, and transparent), or pale fusco-hyaline (slightly darker than hyaline), sometimes with a darker apical margin *''Liris thysanomerus'' (Kohl, 1894), description as ''Notogonidea thysanomera'' in Arnold (1923b).<ref name=Arnold1923b243-247>Arnold, G. 1923b. The Sphegidae of South Africa. Part III. Annals of the Transvaal Museum 9:239-247. http://www.biodiversitylibrary.org/page/60353101</ref> "Black; the tegulae reddish yellow, '''all the legs (excluding the coxae and trochanters) bright ferruginous'''; the lower surface of the scapes reddish piceous. Wings hyaline, with a narrow fuscous apical border, the veins brown. Clypeus and lower half of the face with bright silvery pubescence. The rest of the head and thorax with a very fine and inconspicuous pubescence, yellowish grey on the mesonotum, dull white elsewhere. Abdomen with a pruinose pubescence, more silvery on the apical halves of the segments, where it forms transverse fasciae, more conspicuous when viewed from behind. Pygidial area with short and dull golden hairs, the apical margin with a row of reddish yellow setae." *''Liris odontophorus'' (Kohl, 1894), description as ''Notogonidea odontophora'' in Arnold (1923b).<ref name=Arnold1923b243-247/> "Black; mandibles, anterior margin of the clypeus, scapes, the first four joints of the flagellum and the fifth underneath, the apex of the posterior tibiae inwardly, the apical margin of the third, and the whole of the fourth to sixth abdominal segments, ferruginous; the tarsi reddish brown, the tegulae ferruginous behind. Face and clypeus with fine silvery pubescence. Thorax and apical margins of the first three tergites with an exceedingly fine or almost pollinose pubescence, on the epinotum a little longer and outstanding. Wings very pale fusco-hyaline, a little darker beyond the second cubital cell." *''Liris rubellus'' (F. Smith, 1856), description as ''Notogonidea cyphononyx'' in Arnold (1923b).<ref name=Arnold1923b243-247/> "Black; '''first three segments of the abdomen dark castaneous red''', with an indistinct transverse band of black behind the apical margin of the first segment, and a spot on each side of the second, '''or, as in the type of the species, the whole abdomen red'''. Head and thorax clothed with a very fine, short and yellowish grey pubescence, not obscuring the sculpture, somewhat longer and silvery on the clypeus and face. Abdomen with a little whitish pubescence on the apical margins of the first three segments. Wings faintly fusco-hyaline, darker towards the apex." *''Liris denticulatus'' (R. Turner, 1920), description as ''Notogonidea denticulata'' in Arnold (1923b).<ref name=Arnold1923b243-247/> *''Liris nigricans'' (Walker, 1871), description as ''Notogonidea nigricans'' in Arnold (1923b).<ref name=Arnold1923b243-247/> "Black; wings hyaline, faintly fuscous over the apical third. Clypeus, face and back of the head with silvery pubescence, thorax with a very short, scanty and whitish pubescence; abdomen and legs with a thin and inconspicuous pruinose pubescence, not forming apical fasciae on the former." *''Liris niger namana'' (Bischoff, 1913b:121), described as ''Notogonia pompiliformis namana'' Bischoff, 1913 *''Liris felina'' (Arnold, 1923), described as ''Notogonidea felina'' in Arnold (1923b).<ref name=Arnold1923b243-247/> "Black; tarsi pale ferruginous, the basal two-thirds of the anterior metatarsus fusco-ferruginous. Wings hyaline, with a narrow fuscous apical border which is darker than in sepulchralis, the veins blackish brown. Pubescence like that of sepulchralis but only the first three tergites have apical fasciae. The coarse decumbent pubescence of the pygidial area is less dense, greyer than in sepulchralis and intermixed with more numerous fine blackish hairs; the apical margin has a row of eight black spines. The spines on the tibiae are black, on the tarsi fusco-ferruginous." *''Liris sepulchralis'' (Gerstaecker in Peters, 1858), description as ''Notogonidea sepulchralis'' (and as ''N. pompiliformis intermedia'') in Arnold (1923b).<ref name=Arnold1923b243-247/> "Black; the tarsi reddish brown, the basal joint usually darker towards the base. Wings hyaline, slightly smoky, with a narrow apical fuscous border beyond the cells. Clypeus and face, back of the head and anterior femora below, with dense silvery pubescence, the thorax with a scanty and greyish pubescence, fairly short, and on the mesonotum confined to the lateral margins. Legs and abdomen pruinose, the abdomen with apical fasciae of greyish silvery pubescence on the first four tergites. Pygidial area covered with short, decumbent and yellowish grey setae, with a few long and finer hairs intermixed, the apical margin with a row of six reddish spines." <gallery mode=packed heights=200> </gallery> ==References== {{reflist}} {{BookCat}} pulryst84p4fixnf9mo3kupj49z27jz 828 331015 2829367 2828847 2026-08-29T07:16:38Z Helpme2222 3106525 2829367 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,5000000 do p.tableMake() end return end function p.performance1() local var = "" for i = 1,100000000 do if var[1] then end end return end function p.performance2() local var = "" for i = 1,100000000 do if type(var) == "table" then end end return end p.counter = 0 function p.tableBake() p.counter = p.counter + 1 return p.counter end function p.tableMake() p.counter = 0 local var = { keyword = {p.tableBake()}, kljuczslovo = {p.tableBake()}, yaoshiwenzi = {p.tableBake()}, llavepalabra = {p.tableBake()}, } return var end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.getBallAttribute() local _, ballData = pcall( p.getBallDataInternal ) if _ then return ballData else return "" end end function p.getBallAttribute() --[[ I do not throw an error if a version was requested for a versionless attribute. It is expected that templates will pass version numbers without being expected themselves to know which of the ball's attributes change between versions. --]] ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]] if ballData[1] then return ballData[frame.args[4] or p.listCountInternal(ballData)] end return ballData end function p.emojiCodepoint() local emoji = mw.text.trim( mw.getCurrentFrame().args[1] ) local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji) ) if v then return "U+" .. string.format("%X", i ) .. " U+" .. string.format("%X", v ) else return "U+" .. string.format("%X", i ) end end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCountInternal(table) local count = 0 for index,value in ipairs( table ) do count = count + 1 end return count end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; cwteppggg9j4q1q9wb3lklgl36auknq 2829369 2829367 2026-08-29T07:18:05Z Helpme2222 3106525 2829369 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,5000000 do p.tableMake() end return end function p.performance1() local var = "" for i = 1,100000000 do if var[1] then end end return end function p.performance2() local var = "" for i = 1,100000000 do if type(var) == "table" then end end return end p.counter = 0 function p.tableBake() p.counter = p.counter + 1 return p.counter end function p.tableMake() p.counter = 0 local var = { keyword = {p.tableBake()}, kljuczslovo = {p.tableBake()}, yaoshiwenzi = {p.tableBake()}, llavepalabra = {p.tableBake()}, } return var end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.getBallAttribute() local _, ballData = pcall( p.getBallAttributeInternal ) if _ then return ballData else return "" end end function p.getBallAttributeInternal() --[[ I do not throw an error if a version was requested for a versionless attribute. It is expected that templates will pass version numbers without being expected themselves to know which of the ball's attributes change between versions. --]] local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]] if ballData[1] then return ballData[frame.args[4] or p.listCountInternal(ballData)] end return ballData end function p.emojiCodepoint() local emoji = mw.text.trim( mw.getCurrentFrame().args[1] ) local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji) ) if v then return "U+" .. string.format("%X", i ) .. " U+" .. string.format("%X", v ) else return "U+" .. string.format("%X", i ) end end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCountInternal(table) local count = 0 for index,value in ipairs( table ) do count = count + 1 end return count end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; 6dhpqywpbglte3g0f7xec7on4txs59g 2829370 2829369 2026-08-29T07:18:15Z Helpme2222 3106525 2829370 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,5000000 do p.tableMake() end return end function p.performance1() local var = "" for i = 1,100000000 do if var[1] then end end return end function p.performance2() local var = "" for i = 1,100000000 do if type(var) == "table" then end end return end p.counter = 0 function p.tableBake() p.counter = p.counter + 1 return p.counter end function p.tableMake() p.counter = 0 local var = { keyword = {p.tableBake()}, kljuczslovo = {p.tableBake()}, yaoshiwenzi = {p.tableBake()}, llavepalabra = {p.tableBake()}, } return var end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.getBallAttribute() local _, ballData = pcall( p.getBallAttributeInternal ) if _ then return ballData else return "" end end function p.getBallAttributeInternal() local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]] if ballData[1] then return ballData[frame.args[4] or p.listCountInternal(ballData)] end return ballData end function p.emojiCodepoint() local emoji = mw.text.trim( mw.getCurrentFrame().args[1] ) local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji) ) if v then return "U+" .. string.format("%X", i ) .. " U+" .. string.format("%X", v ) else return "U+" .. string.format("%X", i ) end end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCountInternal(table) local count = 0 for index,value in ipairs( table ) do count = count + 1 end return count end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; 9pc40v27nf5adz9qu3foj4jilms1v75 2829377 2829370 2026-08-29T07:23:25Z Helpme2222 3106525 2829377 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,5000000 do p.tableMake() end return end function p.performance1() local var = "" for i = 1,100000000 do if var[1] then end end return end function p.performance2() local var = "" for i = 1,100000000 do if type(var) == "table" then end end return end p.counter = 0 function p.tableBake() p.counter = p.counter + 1 return p.counter end function p.tableMake() p.counter = 0 local var = { keyword = {p.tableBake()}, kljuczslovo = {p.tableBake()}, yaoshiwenzi = {p.tableBake()}, llavepalabra = {p.tableBake()}, } return var end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.getBallAttribute() local _, ballData = pcall( p.getBallAttributeInternal ) if _ then return ballData else return "" end end function p.getBallAttributeInternal() local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]] if ballData[1] then return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)] end return ballData end function p.emojiCodepoint() local emoji = mw.text.trim( mw.getCurrentFrame().args[1] ) local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji) ) if v then return "U+" .. string.format("%X", i ) .. " U+" .. string.format("%X", v ) else return "U+" .. string.format("%X", i ) end end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCountInternal(table) local count = 0 for index,value in ipairs( table ) do count = count + 1 end return count end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; ttq17l2gb7bjq3vjw44tw5osl39q1lj 0 331021 2829254 2827717 2026-08-29T00:35:03Z Jtneill 10242 /* Ukraine War: an applied 3MDR example. */ Remove heading for case study (embed the case study where most relevant) 2829254 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. === '''Chapter learning feature: Predict the outcome''' === {{RoundBoxTop|theme=3}} Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). 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Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ 7ma7qn9q6nn34vlm5h5vzx8p5z91elh 2829255 2829254 2026-08-29T00:35:58Z Jtneill 10242 /* See also */ {{ic|Add bullet points and rename links; add Wikipedia links}} 2829255 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. === '''Chapter learning feature: Predict the outcome''' === {{RoundBoxTop|theme=3}} Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ 2sw5g2t6jgk178syq2zup9nozi6msgl 2829256 2829255 2026-08-29T00:36:13Z Jtneill 10242 /* See also */ 2829256 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. === '''Chapter learning feature: Predict the outcome''' === {{RoundBoxTop|theme=3}} Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). 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F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ k17bvpea67p9l9nzol53co1tiluqb0q 2829257 2829256 2026-08-29T00:37:24Z Jtneill 10242 /* External links */ {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} 2829257 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. === '''Chapter learning feature: Predict the outcome''' === {{RoundBoxTop|theme=3}} Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ 9odqswwumoui216p01l71wfa5yp7225 2829258 2829257 2026-08-29T00:37:56Z Jtneill 10242 /* External links */ Fix category link 2829258 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. === '''Chapter learning feature: Predict the outcome''' === {{RoundBoxTop|theme=3}} Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 4g8hvh0512bb3cl55wlhx33gj2iwkve 2829259 2829258 2026-08-29T00:39:34Z Jtneill 10242 /* Chapter learning feature: Predict the outcome */ Remove heading from scenario; embed scenario where most relevant 2829259 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 1m7rbk59shdhx9c6c54z3nh4xmyxj6u 2829260 2829259 2026-08-29T00:40:40Z Jtneill 10242 Move quiz out of Overview 2829260 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] hbie3pxgq0yibdum8sekboevmukb7va 2829261 2829260 2026-08-29T00:41:31Z Jtneill 10242 Move Overview content that follows focus questions into main problem description within the same section 2829261 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How might immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] ghink4jd1c2ifap18hkx6pkzhfc7u2z 2829262 2829261 2026-08-29T00:43:15Z Jtneill 10242 /* How might immersive therapies influence emotional processes? */ 2829262 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How can immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 2gmggnkgjmx5f3z9ps6ejd8sjnfedx1 2829263 2829262 2026-08-29T00:45:59Z Jtneill 10242 {{ic|APA style uses lower case for names of disorders}} 2829263 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD) {{ic|APA style uses lower case for names of disorders}}: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How can immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. {{RoundBoxBottom}} === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How can immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Trauma-Focused Exposure''' | valign="top" |'''Immersive and Motion Assisted Approaches''' | valign="top" |'''Psychological Mechanism''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | valign="top" |'''Imagery & sensory delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | valign="top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | valign="top" |'''Narrative and Cognitive Processing''' | valign="top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | valign="top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | valign="top" |'''Targeting Complex Trauma''' | valign="top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | valign="top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | valign="top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | valign="top" |'''Clinical Engagement and Adherence''' | valign="top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | valign="top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | valign="top" |'''Efficacy''' | valign="top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | valign="top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | valign="top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 8zt3qidmnf8ygk4cg8vs3467kytofqj 0 331046 2829220 2826942 2026-08-28T23:15:25Z Jtneill 10242 /* Overview */ + Scenario label 2829220 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} ;Scenario [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] Ash is a swimmer training for a national competition. Being a swimmer is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Your self-concept is your understanding of who you are and how you feel about yourself. This includes a complex system of the attitudes, beliefs and judgements you hold about yourself. Self-concept guides you in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences how you think, feel and behave. Consider self-concept an internal compass which motivates and guides your choices, relationships and understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how our understanding of ourselves influences what we’re motivated to do and examines how what we repeatedly do subsequently shapes our self-concept. By understanding how and why we perceive ourselves the way we do, and the impacts of our self-concepts, we can better understand our behaviours, foster positive self-concept and embrace the motivational properties of self-concept. {{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *What are the key theories of self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can our understanding of self-concept be used to improve motivation and wellbeing? {{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. This section details the core theories and properties of self-concept which will be referred to throughout the chapter.   Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. ==== William James ==== James (1892) proposed the self consists of two parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. This philosophical framework laid the basis for the development of empirical theories of self-concept and catapulted psychological identity research.   ==== The looking-glass self ==== Cooley (1902) framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-concept is developed through the imagined judgement of others, and individuals become the people others say they are (Siljanovska & Stojcevska, 2018). ==== Rogers’ self theory ==== Rogers (1959), a humanist psychologist, proposed self-concept is a dynamic, organised system which consists of three parts: the real self (how you see yourself), ideal self (who you would like to be), and self-worth (how much you value yourself). He proposed that individuals behave in accordance with their self-concept, a stepping stone toward the contemporary understanding of how self-beliefs influence motivation (Ismail & Tekke, 2015; Yousefi & Kiani, 2014).   ==== The multidimensional self-concept model ==== Marsh et al. (1992) were critical of the lack of theoretical and methodological rigor supporting studies of self-concept. They built upon previous theories, suggesting self-concept is the perception of oneself shaped by experience and evaluations, but proposed self-concept is organised, multifaceted and hierarchical (Marsh et al., 2019). An individual’s self-concept is comprised of academic, social, emotional and physical dimensions which each divide into further subsets of increasing specificity and are closer related to actual behaviour (see Figure 2). This original model was later refined by developing and analysing the Self Description Questionnaire and produced a model which captures the correlations between each aspect of self-concept (see Figure 2; Marsh & Shavelson, 1985). This hierarchical model predicts behaviour and feelings more accurately than previous general theories (Crocker et al., 2006; Marsh et al., 2019). [[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]] ==== Properties of self-concept   ==== Although these theories each approach self-concept differently, several common properties emerge across them. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. '''Table 1''' Summary Table of Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Theory !Significance for motivation |- |'''Multifaceted''' |James, Rogers, Multidimensional model |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |Multidimensional model |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |The looking glass self |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Rogers, Multidimensional model |Self-concept changes with experience |- |'''Evaluative''' |Rogers |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Rogers, Multidimensional model |Identity beliefs influence goals and expectations |} == The influence of self-concept on motivation == '''''[Author's note: I have begun drafting out the chapter in full-sentence form. I am keeping my planned key points for each''''' '''''of the following sections in italics.]''''' * ''A growing body of research suggests self-concept has important motivational properties.'' * ''Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020).'' There is a growing body of research suggesting self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === * ''Rogers’ (1959) congruence theory explains people are driven to behave in ways to conform to their real and ideal selves.'' * ''Empirical testing of congruence produces mixed results (Boldero & Francis, 2002; Howard & Dhillon, 2022; Phillips et al., 1965).'' * ''Oyserman’s (2024) identity-based motivation theory provides a more flexible account of how self-concept influences behaviour in everyday situations, suggesting identities are contextually salient.  '' * ''When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).'' * ''Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children were guided to connect with their future selves.'' * ''Self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.'' Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''Rogers’ (1959) theory''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual may experience poorer mental health and act defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, later research has similarly suggested that ideal standards function as reference values individuals use to evaluate their current behaviour and direct goal pursuit (Boldero & Francis, 2002). Howard and Dhillon (2022) also found using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self.   However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test the concept of congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. But this framework has not been fully discounted. In response to the poor empirical support for congruence, contemporary research tends to adopt a dynamic and context dependent approach to self-concept. Oyserman’s (2024) identity-based motivation theory, for example considers self-concept as continually constructed dynamically and contextually. This approach may therefore provide a more flexible and realistic account of how self-concept influences behaviour in everyday situations. '''[[wikipedia:Identity_based_motivation|Identity-based motivation theory]]''' suggests situations influence which aspects of our multidimensional self-concept are active – the most salient identity on one’s mind - and thus influence behaviour. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children were guided to connect with their future selves. In two separate studies, students were primed to think of their adult-self as near or far. In the first study, those in the adult-self is near group performed significantly better on a geometry task than the control and far group. The second study used a longer-term measure of final grades. Students in the adult-self is near group again performed significantly better than the far group. This longer-term effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === * ''Evaluative beliefs about competence are part of self-concept. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019).'' * ''Seaton et al.'s (2014) study found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations.'' * ''Goal orientation theory: mastery goal approaches involve being motivated to learn, whereas performance goal approaches are motivated by wanting to demonstrate competence (Vandewalle et al., 2019).'' * ''Perceived competence provides a motivational framework for how people engage with goals.'' Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === * ''Self-worth contingencies refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation.'' * ''Highly contingent self-worth means failing threatens individuals’ identity.'' * ''Lietz et al. (2026) found that high contingent self-worth correlated with participants' negative and severe emotional responses to failure. Participants attributed failure to themselves.'' * ''These finding are consistent with attribution theory (Weiner, 1985): causal thinking processes where people attribute outcomes to stable, uncontrollable factors, results in low motivation. Self-attributions of failure can undermine motivation.'' * ''Contingent self-worth is temporary (Fairlamb, 2020; Lawrence & Gonzales, 2022). This can be explained by regulation types detailed in self-determination theory (Ryan & Deci, 2020).'' * ''Self-handicapping: creating obstacles to your own goal so that failure cannot be self-attributed (Török et al., 2018).'' * ''Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others.'' * ''Self-concept can act as a motivational vulnerability as well as a motivational resource.'' The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is. Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == The influence of motivation on self-concept == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === * ''Self-determination theory proposes motivation is influenced by needs (competence, autonomy, relatedness) which develop motivations from externally regulated to increasingly intrinsically regulated (Ryan & Deci, 2020).'' * ''Identifying with a behaviour shapes motivation to engage with a behaviour; when motivational needs are met, motivations begin to shape self-concept.'' * ''Chiu’s (2023) study involved teaching methods supporting competence, autonomy, and relatedness needs. The intervention resulted in increased identification and interest in STEM. Meeting motivational needs increase self-identification with the subject.  '' * ''Yip et al.'s (2024) study found self-determined motivations positively correlated with group identification.'' '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === * ''Reciprocal effects model suggests self-concept and achievement reinforce each other (Marsh et al., 2018).  '' * ''Sewasew et al.'s (2018) study demonstrated mathematics self-concept positively predicted mathematics achievement and vice versa. These effects were moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019).'' * ''Garn and Shen’s (2015) study found motivational needs (self-determination theory, Ryan & Deci, 2022) did not predict physical self-concept. Physical self-concept was only an antecedent to exercise motivation.'' * ''Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. They found that employing different statistical models allowed results to both support and refute the reciprocal relationship''. The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === * ''Self-concept is multidimensional (Marsh et al., 1992).'' * ''This suggests interventions may be more effective if they focus on specific identities, rather than global self-love.'' * ''Genuine achievement opportunities are also important - Vu et al. (2024) found that only enhancing self-concept reduces learning effort, which negatively impacts achievement, consequently impacting self-concept.'' As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === * ''Focus on identity-based motivation, not simply outcome-based motivation because identities drive goal pursuit (Oyserman, 2018; Rogers, 1959).'' * ''Lohbeck et al.'s (2021) study found that improving physical activity and motivation by improving physical self-concept was more effective than only using external motivators or increasing activity.'' * ''Identity-aligned goals make behaviour and effort meaningful, and therefore sustainable.'' As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === * ''Success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015)'' * ''This can be detrimental, as research supports self-concept is core to wellbeing: Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions.'' * ''Interventions, through non-success-based practices like gratitude or prosocial habits, should focus on deemphasising success as core to self-worth.'' A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == See also == * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. 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A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706 Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232 Sewasew D., Schroeders U., Schiefer I. M., Weirich S., & Artelt C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003 Showers, C. J., Ditzfeld, C. P., & Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130 Siljanovska, L., & Stojcevska, S. (2018). A critical analysis of interpersonal communication in modern times of the concept “Looking Glass Self (1902)” by Charles Horton Cooley. ''Seeu Review, 13''(1), 62-74. https://doi.org/10.2478/seeur-2018-0007 Sirgy, M. J. (2021). Effects of self-concept on wellbeing. In A. C. Michalos (Ed.), ''The psychology of quality of life'' (pp. 307-320). Springer, Cham. https://doi.org/10.1007/978-3-030-71888-6_14 Sorjonen, K., Ingre, M., Melin, B., & Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826 Stephen, S. (2023). Congruent functioning: The continuing resonance of Rogers’ theory. ''Person-centered & experiential psychotherapies, 22''(4), 397–416. https://doi.org/10.1080/14779757.2022.2164334 Taris, T. W., van Beek, I., & Schaufeli, W. B. (2020). The motivational make-up of workaholism and work engagement: A longitudinal study on need satisfaction, motivation, and heavy work investment. ''Frontiers of psychology, 11'', 1419. https://doi.org/10.3389/fpsyg.2020.01419 Török, L., & Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188. Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., & Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173 Van Der Kaap-Deeder, J., Wouters, S., Verschueren, K., Briers, V., Deeren, B., & Vansteenkiste, M. (2016). The pursuit of self-esteem and its motivational implications. ''Psychologica Belgica, 56''(2), 143–168. https://doi.org/10.5334/pb.277 Vandewalle, D., Nerstad, C. G., & Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547 Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., & Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960 Wehrle, K., & Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., & Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1 Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548 Wu H., Guo Y., Yang Y., Zhao L., & Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1 Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., & McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and social psychology bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Yousefi, N., & Kiani, M. A. (2014). The study of two psychotherapy approaches (Rogers self theory and Ellis rational theory) in improvement of Bowen self-differentiation and intimacy. ''Iranian Journal of Psychiatry and Behavioral Sciences, 8''(1), 32–41. Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being Well Podcast: Self-Concept: The Secret to Changing WHO You Are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking Success: The Power of Self-Efficacy and Self-Concept | Alexis Scott | TEDxJenks Youth] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] cup4nup9xb202u06kj1yz2refcibapa 2829222 2829220 2026-08-28T23:16:58Z Jtneill 10242 /* Overview */ 2829222 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being a swimmer is the first thing Ash thinks of when she's asked to describe herself and she's eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Your self-concept is your understanding of who you are and how you feel about yourself. This includes a complex system of the attitudes, beliefs and judgements you hold about yourself. Self-concept guides you in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences how you think, feel and behave. Consider self-concept an internal compass which motivates and guides your choices, relationships and understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how our understanding of ourselves influences what we’re motivated to do and examines how what we repeatedly do subsequently shapes our self-concept. By understanding how and why we perceive ourselves the way we do, and the impacts of our self-concepts, we can better understand our behaviours, foster positive self-concept and embrace the motivational properties of self-concept. {{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *What are the key theories of self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can our understanding of self-concept be used to improve motivation and wellbeing? {{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. This section details the core theories and properties of self-concept which will be referred to throughout the chapter.   Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. ==== William James ==== James (1892) proposed the self consists of two parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. This philosophical framework laid the basis for the development of empirical theories of self-concept and catapulted psychological identity research.   ==== The looking-glass self ==== Cooley (1902) framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-concept is developed through the imagined judgement of others, and individuals become the people others say they are (Siljanovska & Stojcevska, 2018). ==== Rogers’ self theory ==== Rogers (1959), a humanist psychologist, proposed self-concept is a dynamic, organised system which consists of three parts: the real self (how you see yourself), ideal self (who you would like to be), and self-worth (how much you value yourself). He proposed that individuals behave in accordance with their self-concept, a stepping stone toward the contemporary understanding of how self-beliefs influence motivation (Ismail & Tekke, 2015; Yousefi & Kiani, 2014).   ==== The multidimensional self-concept model ==== Marsh et al. (1992) were critical of the lack of theoretical and methodological rigor supporting studies of self-concept. They built upon previous theories, suggesting self-concept is the perception of oneself shaped by experience and evaluations, but proposed self-concept is organised, multifaceted and hierarchical (Marsh et al., 2019). An individual’s self-concept is comprised of academic, social, emotional and physical dimensions which each divide into further subsets of increasing specificity and are closer related to actual behaviour (see Figure 2). This original model was later refined by developing and analysing the Self Description Questionnaire and produced a model which captures the correlations between each aspect of self-concept (see Figure 2; Marsh & Shavelson, 1985). This hierarchical model predicts behaviour and feelings more accurately than previous general theories (Crocker et al., 2006; Marsh et al., 2019). [[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]] ==== Properties of self-concept   ==== Although these theories each approach self-concept differently, several common properties emerge across them. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. '''Table 1''' Summary Table of Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Theory !Significance for motivation |- |'''Multifaceted''' |James, Rogers, Multidimensional model |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |Multidimensional model |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |The looking glass self |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Rogers, Multidimensional model |Self-concept changes with experience |- |'''Evaluative''' |Rogers |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Rogers, Multidimensional model |Identity beliefs influence goals and expectations |} == The influence of self-concept on motivation == '''''[Author's note: I have begun drafting out the chapter in full-sentence form. I am keeping my planned key points for each''''' '''''of the following sections in italics.]''''' * ''A growing body of research suggests self-concept has important motivational properties.'' * ''Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020).'' There is a growing body of research suggesting self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === * ''Rogers’ (1959) congruence theory explains people are driven to behave in ways to conform to their real and ideal selves.'' * ''Empirical testing of congruence produces mixed results (Boldero & Francis, 2002; Howard & Dhillon, 2022; Phillips et al., 1965).'' * ''Oyserman’s (2024) identity-based motivation theory provides a more flexible account of how self-concept influences behaviour in everyday situations, suggesting identities are contextually salient.  '' * ''When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).'' * ''Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children were guided to connect with their future selves.'' * ''Self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.'' Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''Rogers’ (1959) theory''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual may experience poorer mental health and act defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, later research has similarly suggested that ideal standards function as reference values individuals use to evaluate their current behaviour and direct goal pursuit (Boldero & Francis, 2002). Howard and Dhillon (2022) also found using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self.   However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test the concept of congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. But this framework has not been fully discounted. In response to the poor empirical support for congruence, contemporary research tends to adopt a dynamic and context dependent approach to self-concept. Oyserman’s (2024) identity-based motivation theory, for example considers self-concept as continually constructed dynamically and contextually. This approach may therefore provide a more flexible and realistic account of how self-concept influences behaviour in everyday situations. '''[[wikipedia:Identity_based_motivation|Identity-based motivation theory]]''' suggests situations influence which aspects of our multidimensional self-concept are active – the most salient identity on one’s mind - and thus influence behaviour. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children were guided to connect with their future selves. In two separate studies, students were primed to think of their adult-self as near or far. In the first study, those in the adult-self is near group performed significantly better on a geometry task than the control and far group. The second study used a longer-term measure of final grades. Students in the adult-self is near group again performed significantly better than the far group. This longer-term effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === * ''Evaluative beliefs about competence are part of self-concept. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019).'' * ''Seaton et al.'s (2014) study found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations.'' * ''Goal orientation theory: mastery goal approaches involve being motivated to learn, whereas performance goal approaches are motivated by wanting to demonstrate competence (Vandewalle et al., 2019).'' * ''Perceived competence provides a motivational framework for how people engage with goals.'' Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === * ''Self-worth contingencies refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation.'' * ''Highly contingent self-worth means failing threatens individuals’ identity.'' * ''Lietz et al. (2026) found that high contingent self-worth correlated with participants' negative and severe emotional responses to failure. Participants attributed failure to themselves.'' * ''These finding are consistent with attribution theory (Weiner, 1985): causal thinking processes where people attribute outcomes to stable, uncontrollable factors, results in low motivation. Self-attributions of failure can undermine motivation.'' * ''Contingent self-worth is temporary (Fairlamb, 2020; Lawrence & Gonzales, 2022). This can be explained by regulation types detailed in self-determination theory (Ryan & Deci, 2020).'' * ''Self-handicapping: creating obstacles to your own goal so that failure cannot be self-attributed (Török et al., 2018).'' * ''Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others.'' * ''Self-concept can act as a motivational vulnerability as well as a motivational resource.'' The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is. Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == The influence of motivation on self-concept == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === * ''Self-determination theory proposes motivation is influenced by needs (competence, autonomy, relatedness) which develop motivations from externally regulated to increasingly intrinsically regulated (Ryan & Deci, 2020).'' * ''Identifying with a behaviour shapes motivation to engage with a behaviour; when motivational needs are met, motivations begin to shape self-concept.'' * ''Chiu’s (2023) study involved teaching methods supporting competence, autonomy, and relatedness needs. The intervention resulted in increased identification and interest in STEM. Meeting motivational needs increase self-identification with the subject.  '' * ''Yip et al.'s (2024) study found self-determined motivations positively correlated with group identification.'' '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === * ''Reciprocal effects model suggests self-concept and achievement reinforce each other (Marsh et al., 2018).  '' * ''Sewasew et al.'s (2018) study demonstrated mathematics self-concept positively predicted mathematics achievement and vice versa. These effects were moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019).'' * ''Garn and Shen’s (2015) study found motivational needs (self-determination theory, Ryan & Deci, 2022) did not predict physical self-concept. Physical self-concept was only an antecedent to exercise motivation.'' * ''Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. They found that employing different statistical models allowed results to both support and refute the reciprocal relationship''. The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === * ''Self-concept is multidimensional (Marsh et al., 1992).'' * ''This suggests interventions may be more effective if they focus on specific identities, rather than global self-love.'' * ''Genuine achievement opportunities are also important - Vu et al. (2024) found that only enhancing self-concept reduces learning effort, which negatively impacts achievement, consequently impacting self-concept.'' As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === * ''Focus on identity-based motivation, not simply outcome-based motivation because identities drive goal pursuit (Oyserman, 2018; Rogers, 1959).'' * ''Lohbeck et al.'s (2021) study found that improving physical activity and motivation by improving physical self-concept was more effective than only using external motivators or increasing activity.'' * ''Identity-aligned goals make behaviour and effort meaningful, and therefore sustainable.'' As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === * ''Success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015)'' * ''This can be detrimental, as research supports self-concept is core to wellbeing: Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions.'' * ''Interventions, through non-success-based practices like gratitude or prosocial habits, should focus on deemphasising success as core to self-worth.'' A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == See also == * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). Goals, standards, and the self: Reference values serving different functions. ''Personality & Social Psychology Review (Lawrence Erlbaum Associates), 6''(3), 232–241. https://doi.org/10.1207/S15327957PSPR0603_7 Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8 Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28. Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., & Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 Crocker, P. R. E., Sabiston, C. M., Kowalski, K. C., McDonough, M. H., & Kowalski, N. (2006). Longitudinal assessment of the relationship between physical self-concept and health-related behavior and emotion in adolescent girls. ''Journal of applied sport psychology, 18''(3), 185–200. https://doi.org/10.1080/10413200600830257 Fairlamb, S. (2022). We need to talk about self-esteem: The effect of contingent self-worth on student achievement and well-being. ''Scholarship of Teaching and Learning in Psychology, 8''(1), 45–57. https://doi/10.1037/stl0000205 Frade, A. S. B. V., & Veiga, F. H. (2017). Student motivation and self-concept: Is there a connection? ''The European Proceedings of Social and Behavioural Sciences, 31'', 203–213. https://doi.org/10.15405/epsbs.2017.10.19 Garn, A., & Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being Well Podcast: Self-Concept: The Secret to Changing WHO You Are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking Success: The Power of Self-Efficacy and Self-Concept | Alexis Scott | TEDxJenks Youth] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] j6g71wk8lg0xlqek7bdtquyidvzxxfa 2829230 2829222 2026-08-28T23:39:09Z Jtneill 10242 Minor copyedits 2829230 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] Ash is a swimmer training for a national competition. Being a swimmer is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Your self-concept is your understanding of who you are and how you feel about yourself. This includes a complex system of the attitudes, beliefs and judgements you hold about yourself. Self-concept guides you in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences how you think, feel and behave. Consider self-concept an internal compass which motivates and guides your choices, relationships and understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how our understanding of ourselves influences what we’re motivated to do and examines how what we repeatedly do subsequently shapes our self-concept. By understanding how and why we perceive ourselves the way we do, and the impacts of our self-concepts, we can better understand our behaviours, foster positive self-concept and embrace the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *What are the key theories of self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can our understanding of self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. This section details the core theories and properties of self-concept which will be referred to throughout the chapter.   Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. ==== William James ==== James (1892) proposed the self consists of two parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. This philosophical framework laid the basis for the development of empirical theories of self-concept and catapulted psychological identity research.   ==== The looking-glass self ==== Cooley (1902) framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-concept is developed through the imagined judgement of others, and individuals become the people others say they are (Siljanovska & Stojcevska, 2018). ==== Rogers’ self theory ==== Rogers (1959), a humanist psychologist, proposed self-concept is a dynamic, organised system which consists of three parts: the real self (how you see yourself), ideal self (who you would like to be), and self-worth (how much you value yourself). He proposed that individuals behave in accordance with their self-concept, a stepping stone toward the contemporary understanding of how self-beliefs influence motivation (Ismail & Tekke, 2015; Yousefi & Kiani, 2014).   ==== The multidimensional self-concept model ==== Marsh et al. (1992) were critical of the lack of theoretical and methodological rigor supporting studies of self-concept. They built upon previous theories, suggesting self-concept is the perception of oneself shaped by experience and evaluations, but proposed self-concept is organised, multifaceted and hierarchical (Marsh et al., 2019). An individual’s self-concept is comprised of academic, social, emotional and physical dimensions which each divide into further subsets of increasing specificity and are closer related to actual behaviour (see Figure 2). This original model was later refined by developing and analysing the Self Description Questionnaire and produced a model which captures the correlations between each aspect of self-concept (see Figure 2; Marsh & Shavelson, 1985). This hierarchical model predicts behaviour and feelings more accurately than previous general theories (Crocker et al., 2006; Marsh et al., 2019). [[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]] ==== Properties of self-concept   ==== Although these theories each approach self-concept differently, several common properties emerge across them. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. '''Table 1''' Summary Table of Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Theory !Significance for motivation |- |'''Multifaceted''' |James, Rogers, Multidimensional model |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |Multidimensional model |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |The looking glass self |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Rogers, Multidimensional model |Self-concept changes with experience |- |'''Evaluative''' |Rogers |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Rogers, Multidimensional model |Identity beliefs influence goals and expectations |} == The influence of self-concept on motivation == '''''[Author's note: I have begun drafting out the chapter in full-sentence form. I am keeping my planned key points for each''''' '''''of the following sections in italics.]''''' * ''A growing body of research suggests self-concept has important motivational properties.'' * ''Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020).'' There is a growing body of research suggesting self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === * ''Rogers’ (1959) congruence theory explains people are driven to behave in ways to conform to their real and ideal selves.'' * ''Empirical testing of congruence produces mixed results (Boldero & Francis, 2002; Howard & Dhillon, 2022; Phillips et al., 1965).'' * ''Oyserman’s (2024) identity-based motivation theory provides a more flexible account of how self-concept influences behaviour in everyday situations, suggesting identities are contextually salient.  '' * ''When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).'' * ''Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children were guided to connect with their future selves.'' * ''Self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.'' Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''Rogers’ (1959) theory''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual may experience poorer mental health and act defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, later research has similarly suggested that ideal standards function as reference values individuals use to evaluate their current behaviour and direct goal pursuit (Boldero & Francis, 2002). Howard and Dhillon (2022) also found using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self.   However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test the concept of congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. But this framework has not been fully discounted. In response to the poor empirical support for congruence, contemporary research tends to adopt a dynamic and context dependent approach to self-concept. Oyserman’s (2024) identity-based motivation theory, for example considers self-concept as continually constructed dynamically and contextually. This approach may therefore provide a more flexible and realistic account of how self-concept influences behaviour in everyday situations. '''[[wikipedia:Identity_based_motivation|Identity-based motivation theory]]''' suggests situations influence which aspects of our multidimensional self-concept are active – the most salient identity on one’s mind - and thus influence behaviour. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children were guided to connect with their future selves. In two separate studies, students were primed to think of their adult-self as near or far. In the first study, those in the adult-self is near group performed significantly better on a geometry task than the control and far group. The second study used a longer-term measure of final grades. Students in the adult-self is near group again performed significantly better than the far group. This longer-term effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === * ''Evaluative beliefs about competence are part of self-concept. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019).'' * ''Seaton et al.'s (2014) study found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations.'' * ''Goal orientation theory: mastery goal approaches involve being motivated to learn, whereas performance goal approaches are motivated by wanting to demonstrate competence (Vandewalle et al., 2019).'' * ''Perceived competence provides a motivational framework for how people engage with goals.'' Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === * ''Self-worth contingencies refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation.'' * ''Highly contingent self-worth means failing threatens individuals’ identity.'' * ''Lietz et al. (2026) found that high contingent self-worth correlated with participants' negative and severe emotional responses to failure. Participants attributed failure to themselves.'' * ''These finding are consistent with attribution theory (Weiner, 1985): causal thinking processes where people attribute outcomes to stable, uncontrollable factors, results in low motivation. Self-attributions of failure can undermine motivation.'' * ''Contingent self-worth is temporary (Fairlamb, 2020; Lawrence & Gonzales, 2022). This can be explained by regulation types detailed in self-determination theory (Ryan & Deci, 2020).'' * ''Self-handicapping: creating obstacles to your own goal so that failure cannot be self-attributed (Török et al., 2018).'' * ''Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others.'' * ''Self-concept can act as a motivational vulnerability as well as a motivational resource.'' The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is. Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == The influence of motivation on self-concept == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === * ''Self-determination theory proposes motivation is influenced by needs (competence, autonomy, relatedness) which develop motivations from externally regulated to increasingly intrinsically regulated (Ryan & Deci, 2020).'' * ''Identifying with a behaviour shapes motivation to engage with a behaviour; when motivational needs are met, motivations begin to shape self-concept.'' * ''Chiu’s (2023) study involved teaching methods supporting competence, autonomy, and relatedness needs. The intervention resulted in increased identification and interest in STEM. Meeting motivational needs increase self-identification with the subject.  '' * ''Yip et al.'s (2024) study found self-determined motivations positively correlated with group identification.'' '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === * ''Reciprocal effects model suggests self-concept and achievement reinforce each other (Marsh et al., 2018).  '' * ''Sewasew et al.'s (2018) study demonstrated mathematics self-concept positively predicted mathematics achievement and vice versa. These effects were moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019).'' * ''Garn and Shen’s (2015) study found motivational needs (self-determination theory, Ryan & Deci, 2022) did not predict physical self-concept. Physical self-concept was only an antecedent to exercise motivation.'' * ''Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. They found that employing different statistical models allowed results to both support and refute the reciprocal relationship''. The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === * ''Self-concept is multidimensional (Marsh et al., 1992).'' * ''This suggests interventions may be more effective if they focus on specific identities, rather than global self-love.'' * ''Genuine achievement opportunities are also important - Vu et al. (2024) found that only enhancing self-concept reduces learning effort, which negatively impacts achievement, consequently impacting self-concept.'' As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === * ''Focus on identity-based motivation, not simply outcome-based motivation because identities drive goal pursuit (Oyserman, 2018; Rogers, 1959).'' * ''Lohbeck et al.'s (2021) study found that improving physical activity and motivation by improving physical self-concept was more effective than only using external motivators or increasing activity.'' * ''Identity-aligned goals make behaviour and effort meaningful, and therefore sustainable.'' As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === * ''Success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015)'' * ''This can be detrimental, as research supports self-concept is core to wellbeing: Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions.'' * ''Interventions, through non-success-based practices like gratitude or prosocial habits, should focus on deemphasising success as core to self-worth.'' A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == See also == * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being Well Podcast: Self-Concept: The Secret to Changing WHO You Are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking Success: The Power of Self-Efficacy and Self-Concept | Alexis Scott | TEDxJenks Youth] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 0dd94dovroo26sm57ukbiy168hvp021 2829232 2829230 2026-08-28T23:40:26Z Jtneill 10242 + Scenario label 2829232 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being a swimmer is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Your self-concept is your understanding of who you are and how you feel about yourself. This includes a complex system of the attitudes, beliefs and judgements you hold about yourself. Self-concept guides you in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences how you think, feel and behave. Consider self-concept an internal compass which motivates and guides your choices, relationships and understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how our understanding of ourselves influences what we’re motivated to do and examines how what we repeatedly do subsequently shapes our self-concept. By understanding how and why we perceive ourselves the way we do, and the impacts of our self-concepts, we can better understand our behaviours, foster positive self-concept and embrace the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *What are the key theories of self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can our understanding of self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. This section details the core theories and properties of self-concept which will be referred to throughout the chapter.   Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. ==== William James ==== James (1892) proposed the self consists of two parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. This philosophical framework laid the basis for the development of empirical theories of self-concept and catapulted psychological identity research.   ==== The looking-glass self ==== Cooley (1902) framed the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-concept is developed through the imagined judgement of others, and individuals become the people others say they are (Siljanovska & Stojcevska, 2018). ==== Rogers’ self theory ==== Rogers (1959), a humanist psychologist, proposed self-concept is a dynamic, organised system which consists of three parts: the real self (how you see yourself), ideal self (who you would like to be), and self-worth (how much you value yourself). He proposed that individuals behave in accordance with their self-concept, a stepping stone toward the contemporary understanding of how self-beliefs influence motivation (Ismail & Tekke, 2015; Yousefi & Kiani, 2014).   ==== The multidimensional self-concept model ==== Marsh et al. (1992) were critical of the lack of theoretical and methodological rigor supporting studies of self-concept. They built upon previous theories, suggesting self-concept is the perception of oneself shaped by experience and evaluations, but proposed self-concept is organised, multifaceted and hierarchical (Marsh et al., 2019). An individual’s self-concept is comprised of academic, social, emotional and physical dimensions which each divide into further subsets of increasing specificity and are closer related to actual behaviour (see Figure 2). This original model was later refined by developing and analysing the Self Description Questionnaire and produced a model which captures the correlations between each aspect of self-concept (see Figure 2; Marsh & Shavelson, 1985). This hierarchical model predicts behaviour and feelings more accurately than previous general theories (Crocker et al., 2006; Marsh et al., 2019). [[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]] ==== Properties of self-concept   ==== Although these theories each approach self-concept differently, several common properties emerge across them. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. '''Table 1''' Summary Table of Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Theory !Significance for motivation |- |'''Multifaceted''' |James, Rogers, Multidimensional model |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |Multidimensional model |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |The looking glass self |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Rogers, Multidimensional model |Self-concept changes with experience |- |'''Evaluative''' |Rogers |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Rogers, Multidimensional model |Identity beliefs influence goals and expectations |} == The influence of self-concept on motivation == '''''[Author's note: I have begun drafting out the chapter in full-sentence form. I am keeping my planned key points for each''''' '''''of the following sections in italics.]''''' * ''A growing body of research suggests self-concept has important motivational properties.'' * ''Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020).'' There is a growing body of research suggesting self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === * ''Rogers’ (1959) congruence theory explains people are driven to behave in ways to conform to their real and ideal selves.'' * ''Empirical testing of congruence produces mixed results (Boldero & Francis, 2002; Howard & Dhillon, 2022; Phillips et al., 1965).'' * ''Oyserman’s (2024) identity-based motivation theory provides a more flexible account of how self-concept influences behaviour in everyday situations, suggesting identities are contextually salient.  '' * ''When behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).'' * ''Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children were guided to connect with their future selves.'' * ''Self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.'' Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''Rogers’ (1959) theory''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual may experience poorer mental health and act defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, later research has similarly suggested that ideal standards function as reference values individuals use to evaluate their current behaviour and direct goal pursuit (Boldero & Francis, 2002). Howard and Dhillon (2022) also found using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self.   However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test the concept of congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. But this framework has not been fully discounted. In response to the poor empirical support for congruence, contemporary research tends to adopt a dynamic and context dependent approach to self-concept. Oyserman’s (2024) identity-based motivation theory, for example considers self-concept as continually constructed dynamically and contextually. This approach may therefore provide a more flexible and realistic account of how self-concept influences behaviour in everyday situations. '''[[wikipedia:Identity_based_motivation|Identity-based motivation theory]]''' suggests situations influence which aspects of our multidimensional self-concept are active – the most salient identity on one’s mind - and thus influence behaviour. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children were guided to connect with their future selves. In two separate studies, students were primed to think of their adult-self as near or far. In the first study, those in the adult-self is near group performed significantly better on a geometry task than the control and far group. The second study used a longer-term measure of final grades. Students in the adult-self is near group again performed significantly better than the far group. This longer-term effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === * ''Evaluative beliefs about competence are part of self-concept. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019).'' * ''Seaton et al.'s (2014) study found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations.'' * ''Goal orientation theory: mastery goal approaches involve being motivated to learn, whereas performance goal approaches are motivated by wanting to demonstrate competence (Vandewalle et al., 2019).'' * ''Perceived competence provides a motivational framework for how people engage with goals.'' Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === * ''Self-worth contingencies refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation.'' * ''Highly contingent self-worth means failing threatens individuals’ identity.'' * ''Lietz et al. (2026) found that high contingent self-worth correlated with participants' negative and severe emotional responses to failure. Participants attributed failure to themselves.'' * ''These finding are consistent with attribution theory (Weiner, 1985): causal thinking processes where people attribute outcomes to stable, uncontrollable factors, results in low motivation. Self-attributions of failure can undermine motivation.'' * ''Contingent self-worth is temporary (Fairlamb, 2020; Lawrence & Gonzales, 2022). This can be explained by regulation types detailed in self-determination theory (Ryan & Deci, 2020).'' * ''Self-handicapping: creating obstacles to your own goal so that failure cannot be self-attributed (Török et al., 2018).'' * ''Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others.'' * ''Self-concept can act as a motivational vulnerability as well as a motivational resource.'' The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is. Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == The influence of motivation on self-concept == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === * ''Self-determination theory proposes motivation is influenced by needs (competence, autonomy, relatedness) which develop motivations from externally regulated to increasingly intrinsically regulated (Ryan & Deci, 2020).'' * ''Identifying with a behaviour shapes motivation to engage with a behaviour; when motivational needs are met, motivations begin to shape self-concept.'' * ''Chiu’s (2023) study involved teaching methods supporting competence, autonomy, and relatedness needs. The intervention resulted in increased identification and interest in STEM. Meeting motivational needs increase self-identification with the subject.  '' * ''Yip et al.'s (2024) study found self-determined motivations positively correlated with group identification.'' '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === * ''Reciprocal effects model suggests self-concept and achievement reinforce each other (Marsh et al., 2018).  '' * ''Sewasew et al.'s (2018) study demonstrated mathematics self-concept positively predicted mathematics achievement and vice versa. These effects were moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019).'' * ''Garn and Shen’s (2015) study found motivational needs (self-determination theory, Ryan & Deci, 2022) did not predict physical self-concept. Physical self-concept was only an antecedent to exercise motivation.'' * ''Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. They found that employing different statistical models allowed results to both support and refute the reciprocal relationship''. The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === * ''Self-concept is multidimensional (Marsh et al., 1992).'' * ''This suggests interventions may be more effective if they focus on specific identities, rather than global self-love.'' * ''Genuine achievement opportunities are also important - Vu et al. (2024) found that only enhancing self-concept reduces learning effort, which negatively impacts achievement, consequently impacting self-concept.'' As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === * ''Focus on identity-based motivation, not simply outcome-based motivation because identities drive goal pursuit (Oyserman, 2018; Rogers, 1959).'' * ''Lohbeck et al.'s (2021) study found that improving physical activity and motivation by improving physical self-concept was more effective than only using external motivators or increasing activity.'' * ''Identity-aligned goals make behaviour and effort meaningful, and therefore sustainable.'' As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === * ''Success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015)'' * ''This can be detrimental, as research supports self-concept is core to wellbeing: Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions.'' * ''Interventions, through non-success-based practices like gratitude or prosocial habits, should focus on deemphasising success as core to self-worth.'' A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == See also == * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being Well Podcast: Self-Concept: The Secret to Changing WHO You Are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking Success: The Power of Self-Efficacy and Self-Concept | Alexis Scott | TEDxJenks Youth] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] efsphh18bwqsuum117hznpmr499v4x4 0 331078 2829253 2825519 2026-08-29T00:15:55Z Jtneill 10242 Copyediting 2829253 wikitext text/x-wiki {{title|Secondary trauma in healthcare workers:<br>What are the emotional consequences of secondary trauma in healthcare settings?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Covid-19 San Salvatore 02.jpg|right|thumb|180px|'''Figure 1'''. Healthcare worker at the end of a shift during the COVID-19 pandemic.]] '''Scenario''' Imagine finishing a demanding shift in an emergency department after caring for several patients who have experienced severe injuries, loss and distress. Although the events did not happen directly to you, you continue thinking about the patients after leaving work. Their experiences replay in your mind, you become increasingly anxious and emotionally exhausted, and you begin distancing yourself from reminders of particularly distressing cases. For healthcare workers who are repeatedly exposed to the trauma and suffering of others, experiences such as these may reflect secondary traumatic stress (STS). {{RoundBoxBottom}} * [[w:Health_professional|Healthcare workers]] may encounter emotionally demanding circumstances when caring for patients experiencing severe illness, [https://www.youtube.com/watch?v=tKc4o_Faej8 trauma] {{ic|Move to external links}}, suffering and death, as illustrated by the experience of the healthcare worker during the [[Motivation and emotion/Book/2020/COVID-19 pandemic impacts on motivation and emotion|COVID-19 pandemic]] (see Figure 1). Repeated exposure to patients' traumatic experiences can leave healthcare professionals vulnerable to secondary traumatic stress (STS) (Zacharias & Upendra, 2024). * STS refers to trauma-related psychological responses that can emerge through indirect exposure to another person's traumatic experiences. Characteristic responses include intrusion, avoidance and arousal, which resemble aspects of [https://www.youtube.com/watch?v=yKQTB3CG-yI post-traumatic stress] responses (Bride et al., 2004; Zacharias & Upendra, 2024). * STS represents an important occupational concern across healthcare settings. Earlier research identified STS among nurses (Beck, 2011), while more recent research continues to demonstrate a substantial burden of STS among healthcare professionals (You et al., 2026; Zacharias & Upendra, 2024). * Understanding the emotional consequences of STS is important because healthcare workers' repeated exposure to suffering can affect their psychological and [[w:Emotional_well-being|emotional wellbeing]]. Research has identified factors including [[w:Emotional_exhaustion|emotional exhaustion]], repeated exposure to trauma and patient death, workplace demands, coping, [[Motivation and emotion/Book/2019/Social support and emotion|social support]] and resilience as relevant to STS (Tracy & Zadinsky, 2026; Zacharias & Upendra, 2024). {{RoundBoxTop|theme=3}} '''Focus questions''' * What is secondary traumatic stress, and how does it differ from related occupational stress concepts? * What emotional and trauma-related consequences can healthcare workers experience as a result of secondary trauma? * What factors increase or reduce healthcare workers' vulnerability to secondary traumatic stress? * How can secondary traumatic stress in healthcare workers be prevented or managed? {{RoundBoxBottom}} == Understanding secondary trauma in healthcare workers == {{expand}} === Defining secondary traumatic stress === * STS involves psychological responses arising through exposure to the traumatic experiences of other people rather than experiencing the traumatic event directly (Bride et al., 2004; Zacharias & Upendra, 2024). * Bride et al. (2004) developed the Secondary Traumatic Stress Scale (STSS) to assess STS symptoms among professionals working with traumatised populations. * The STSS conceptualises STS symptoms across intrusion, avoidance and arousal, providing a useful psychological framework for understanding how indirect trauma exposure can affect healthcare workers (Bride et al., 2004). * The nature of healthcare work may create repeated opportunities for secondary exposure, particularly in settings involving frequent contact with trauma, suffering, or death (Beck, 2011; Zacharias & Upendra, 2024). === Secondary traumatic stress and related concepts === * STS should be distinguished from related concepts including compassion fatigue and [https://www.brisbanetimes.com.au/national/queensland/nearly-half-of-all-queensland-doctors-at-risk-of-burnout-survey-finds-20260217-p5o33h.html burnout], despite overlap between these constructs in healthcare research (Cavanagh et al., 2020; Meadors et al., 2010). * Meadors et al. (2010) examined secondary traumatisation among paediatric healthcare providers in relation to compassion fatigue, burnout and STS, demonstrating the importance of considering related but conceptually distinct forms of occupational distress. * Compassion fatigue has been widely investigated among healthcare professionals and is associated with the emotional demands of caring for people who are suffering (Cavanagh et al., 2020). * Distinguishing these concepts is important because not all emotional exhaustion or occupational distress experienced by healthcare workers necessarily represents STS. == Emotional consequences of secondary trauma == {{expand}} === Intrusion and heightened emotional arousal === * Intrusion represents one of the core dimensions of STS and may involve unwanted thoughts or recollections associated with traumatic material encountered through professional work (Bride et al., 2004). * Arousal represents another core STS dimension and reflects heightened psychological and emotional activation associated with secondary trauma exposure (Bride et al., 2004). * Research involving emergency department nurses has further linked STS with psychological and emotional difficulties and demonstrates that coping and social support are important to understanding workers' experiences of STS (Chen et al., 2026). * These findings indicate that healthcare workers may continue to experience emotional effects of patients' trauma beyond the immediate clinical encounter. === Avoidance and emotional disengagement === * Avoidance is the third major symptom dimension represented within the STSS and can involve efforts to avoid thoughts, feelings, or reminders associated with indirect traumatic exposure (Bride et al., 2004). * Avoidance may provide temporary distance from emotionally distressing material but can form part of the broader pattern of secondary traumatic stress. * Because healthcare professionals often continue working in environments where exposure to suffering is unavoidable, trauma-related avoidance has particular implications for understanding the emotional consequences of STS in caring professions (Bride et al., 2004; Zacharias & Upendra, 2024). === Emotional exhaustion and psychological distress === * Emotional exhaustion has been identified as an important factor associated with STS among healthcare professionals (Zacharias & Upendra, 2024). * Research among healthcare workers suggests that STS exists alongside broader forms of psychological and occupational distress, highlighting the importance of recognising both trauma-specific symptoms and emotional exhaustion (Chen et al., 2026; van Mol et al., 2015). * However, emotional exhaustion should not automatically be interpreted as STS because it also overlaps with burnout and compassion fatigue. Identifying trauma-related intrusion, avoidance and arousal helps maintain conceptual distinction (Bride et al., 2004; Cavanagh et al., 2020). == Risk and protective factors == {{expand}} === Occupational exposure and workplace demands === * Tracy and Zadinsky (2026) identified three broad areas of STS risk among healthcare workers: personal history and support mechanisms, workplace influences and high-stress healthcare environments. * Workplace factors appear particularly important. Increased workload and workplace demands, low job satisfaction and burnout were identified as relevant STS risk factors (Tracy & Zadinsky, 2026). * These findings indicate that STS should not be conceptualised solely as an individual's inability to cope, as characteristics of healthcare environments may also contribute to vulnerability. === Trauma exposure and personal vulnerability === * Greater exposure to trauma-related work may increase vulnerability to STS. A meta-analysis found associations between STS and characteristics of trauma caseload exposure, including the amount and frequency of trauma-related work (Hensel et al., 2015). * Personal trauma history has also been investigated as a potential vulnerability factor for STS (Hensel et al., 2015). * Risk is therefore unlikely to be explained by a single characteristic; STS may emerge from the interaction between exposure and personal, interpersonal and workplace factors (Hensel et al., 2015; Tracy & Zadinsky, 2026). === Psychological resilience === * Psychological resilience may help explain why healthcare workers experiencing similar occupational demands do not necessarily experience the same degree of STS. * A systematic review examining emergency nurses identified an inverse relationship between psychological resilience and STS, suggesting that greater resilience may function as an important protective factor (Şimşek et al., 2025). * Resilience should nevertheless be considered alongside environmental conditions rather than used to place responsibility solely on individual healthcare workers (Şimşek et al., 2025; Tracy & Zadinsky, 2026). === Coping and social support === * Social and workplace support have been identified as potentially protective against STS (Hensel et al., 2015; Zacharias & Upendra, 2024). * Among emergency department nurses, Chen et al. (2026) examined the relationship between coping, STS, and social support, highlighting the importance of support resources in workers' responses to occupational trauma exposure. * Zacharias and Upendra (2024) similarly identified factors including self-care, social support, and debriefing as protective factors across healthcare STS research. * These findings demonstrate that protective processes can occur at both individual and interpersonal/organisational levels. === Empathy === * Empathy is fundamental to compassionate healthcare but may also be relevant to healthcare workers' emotional responses to patient suffering. * Dong et al. (2025) examined occupational stress, empathy, and psychological resilience as predictors of STS among emergency nurses. * Their findings suggest that understanding STS requires considering the interaction between the emotional demands of caring, occupational stress and psychological resources rather than viewing empathy itself as inherently harmful (Dong et al., 2025). == Preventing and managing secondary trauma == {{expand}} === Psychological and behavioural interventions === * Interventions designed to address compassion fatigue, burnout and STS among nurses have included psychological, behavioural and comprehensive approaches (Zhang et al., 2025). * A systematic review and network meta-analysis found that psychological interventions alleviated secondary trauma, while behavioural and comprehensive interventions demonstrated benefits for related outcomes including compassion fatigue, compassion satisfaction and burnout (Zhang et al., 2025). * Intervention selection should therefore reflect the particular outcome being targeted rather than assuming that one strategy will address all forms of occupational distress. === What does the broader intervention evidence show? === * Although interventions for healthcare-provider distress are promising, the evidence should be interpreted cautiously. * Patole et al. (2024) reviewed randomised controlled trials of interventions for compassion fatigue among healthcare providers and concluded that the available evidence remained insufficient to establish definitive intervention recommendations. * This limitation is particularly important when applying compassion-fatigue intervention research to STS because the constructs overlap but are not identical. * Consequently, future research should continue testing interventions using clearly defined STS outcomes and rigorous study designs (Patole et al., 2024; Zhang et al., 2025). === Organisational and social support === * Prevention should not focus solely on healthcare workers' individual coping strategies because workplace characteristics contribute to STS risk (Tracy & Zadinsky, 2026). * Social and workplace support may provide protection against STS (Chen et al., 2026; Hensel et al., 2015). * Organisational responses could therefore consider workload and workplace demands alongside opportunities for support and debriefing (Tracy & Zadinsky, 2026; Zacharias & Upendra, 2024). * A combined approach recognising both individual psychological resources and organisational responsibility may provide a more comprehensive response to secondary trauma in healthcare settings. === '''Test yourself!''' === <quiz display="simple"> {Which three symptom dimensions are commonly used to conceptualise secondary traumatic stress? |type="()"} - Burnout, fatigue and depression + Intrusion, avoidance and arousal - Empathy, resilience and compassion - Stress, workload and dissatisfaction {Which statement best reflects current research on STS in healthcare workers? |type="()"} - STS is caused entirely by low individual resilience - Any emotional exhaustion experienced by a healthcare worker indicates STS + Both individual and workplace factors can influence vulnerability to STS - Compassion fatigue, burnout, and STS are similar terms </quiz> ==Conclusion== * Secondary trauma can cause intrusion, avoidance, arousal, emotional exhaustion, and psychological distress in healthcare workers, but should be distinguished from burnout and compassion fatigue (Bride et al., 2004; Cavanagh et al., 2020; Meadors et al., 2010; Zacharias & Upendra, 2024). * Repeated exposure to patients' trauma can contribute to STS, with vulnerability influenced by workplace demands, personal factors, coping, resilience, and social support. Psychological interventions may help, although stronger evidence is needed (Hensel et al., 2015; Patole et al., 2024; Şimşek et al., 2025; Tracy & Zadinsky, 2026; Zhang et al., 2025). * Practical take-home message: Caring for traumatised patients can carry an emotional cost. Protecting healthcare workers requires recognising STS and strengthening both individual and organisational supports (Tracy & Zadinsky, 2026; Zacharias & Upendra, 2024). ==See also== * [[Motivation and emotion/Book/2020/COVID-19 pandemic impacts on motivation and emotion|COVID-19 pandemic impacts on motivation and emotion]] (Book chapter, 2020) * [[w:Emotional_exhaustion|Emotional exhaustion]] (Wikipedia) * [[w:Emotional_well-being|Emotional well-being]] (Wikipedia) * [[w:Health_professional|Health professional]] (Wikipedia) * [[Motivation and emotion/Book/2019/Social support and emotion|Social support and emotion]] (Book chapter, 2019) ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Beck, C. T. (2011). ''Secondary traumatic stress in nurses: A systematic review. Archives of Psychiatric Nursing'', ''25''(1), 1–10. https://doi-org.ezproxy.canberra.edu.au/10.1016/j.apnu.2010.05.005 Bride, B. E., Robinson, M. M., Yegidis, B. L., & Figley, C. R. (2004). Development and validation of the Secondary Traumatic Stress Scale. ''Research on Social Work Practice'', ''14''(1), 27–35. https://doi-org.ezproxy.canberra.edu.au/10.1177/1049731503254106 Cavanagh, N., Cockett, G., Heinrich, C., Doig, L., Fiest, K., Guichon, J. R., Page, S., Mitchell, I., & Doig, C. J. (2020). Compassion fatigue in healthcare providers: A systematic review and meta-analysis. ''Nursing Ethics'', ''27''(3). https://doi-org.ezproxy.canberra.edu.au/10.1177/0969733019889400 Chen, Y.-H., Chang, Y.-Y., Wang, I.-T., & Chang, S.-H. (2026). When caring hurts: The buffering role of social support in emergency department nurses’ coping with secondary traumatic stress. ''Journal of Nursing Management'', ''2026''(1). https://doi-org.ezproxy.canberra.edu.au/10.1155/jonm/8247254 Dong, A., Pan, Y., & He, F. (2025). A model for predicting secondary traumatic stress in emergency nurses: The roles of occupational stress, empathy, and psychological resilience. ''Frontiers in Medicine'', ''12''. https://doi.org/10.3389/fmed.2025.1712821 Hensel, J. M., Ruiz, C., Finney, C., & Dewa, C. S. (2015). Meta-analysis of risk factors for secondary traumatic stress in therapeutic work with trauma victims. ''Journal of Traumatic Stress'', ''28''(2), 83–91. https://doi-org.ezproxy.canberra.edu.au/10.1002/jts.21998 Meadors, P., Lamson, A., Swanson, M., White, M., & Sira, N. (2010). Secondary traumatization in pediatric healthcare providers: Compassion fatigue, burnout, and secondary traumatic stress. ''OMEGA—Journal of Death and Dying", ''60"(2), 103–128. https://doi-org.ezproxy.canberra.edu.au/10.2190/OM.60.2.a Patole, S., Pawale, D., & Rath, C. (2024). Interventions for compassion fatigue in healthcare providers—A systematic review of randomised controlled trials. "Healthcare", "12"(2), 171. https://doi.org/10.3390/healthcare12020171 Şimşek, B., Özer, Z., & Buldukoğlu, K. (2025). Investigation of the effect of secondary traumatic stress on psychological resilience in emergency nurses: A systematic review. "Journal of Clinical Nursing", "34"(7), 2564–2572. https://doi-org.ezproxy.canberra.edu.au/10.1111/jocn.17688 Tracy, N., & Zadinsky, J. K. (2026). Risk factors of secondary traumatic stress: A scoping review. "Journal of Advanced Nursing", "82"(4), 2570–2590. https://doi-org.ezproxy.canberra.edu.au/10.1111/jan.70076 van Mol, M. M. C., Kompanje, E. J. O., Benoit, D. D., Bakker, J., & Nijkamp, M. D. (2015). The prevalence of compassion fatigue and burnout among healthcare professionals in intensive care units: A systematic review. "PLOS ONE", "10"(8). https://doi.org/10.1371/journal.pone.0136955 You, Q., Li, J., Yang, L., Zhang, Y., & Chen, L. (2026). Prevalence of secondary traumatic stress in nurses: A meta-analysis of observational studies. "Frontiers in Public Health", "14". https://doi.org/10.3389/fpubh.2026.1877091 Zacharias, B. S., & Upendra, S. (2024). Healing the healers: A systematic review on the burden of secondary traumatic stress among healthcare providers. "Journal of Education and Health Promotion", "13"(1). https://doi.org/10.4103/jehp.jehp_218_24 Zhang, H., Xia, Z., Yu, S., Shi, H., Meng, Y., & Dator, W. L. (2025). Interventions for compassion fatigue, burnout, and secondary traumatic stress in nurses: A systematic review and network meta-analysis. "Nursing & Health Sciences", "27"(1). https://doi-org.ezproxy.canberra.edu.au/10.1111/nhs.70042 }} ==External links== * [https://www.brisbanetimes.com.au/national/queensland/nearly-half-of-all-queensland-doctors-at-risk-of-burnout-survey-finds-20260217-p5o33h.html Nearly half of all Queensland doctors at risk of burnout, survey finds] (Brisbane Times) * [https://www.youtube.com/watch?v=yKQTB3CG-yI Post Traumatic Stress Disorder (PTSD) Explained] (YouTube) * [https://www.youtube.com/watch?v=tKc4o_Faej8 What is Trauma?] (YouTube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Trauma]] [[Category:Motivation and emotion/Book/Work]] [[Category:Motivation and emotion/Book/Health]] jb8trzt6zc46e9zblrzn2tdxbbm5f4e 0 331091 2829059 2829035 2026-08-28T12:33:28Z U3282586 3107218 added key points to overview 2829059 wikitext text/x-wiki = {{title|Responsiveness and Interpersonal Trust:<br>How does responsiveness foster trust in relationships?}} <div align="center"></div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ; Scenario [[File:Deep listening.jpg|thumb|'''Figure 1.''' Deep in conversation ]] Picture this... Tiffany has had a tough day and tells her partner Andy about an upsetting interaction at work. Andy puts his phone down, listens carefully, asks what happened, validates Tiffany's feelings and asks what he can do to help. Tiffany leaves the conversation feeling understood and cared for. Now compare it to if Andy has responded differently... Andy continues looking at their phone and says, "You'll be okay". In this case the words are still technically a no problematic response. However, Tiffany leaves the interaction feeling dismissed rather than understood. {{RoundBoxBottom}} For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. * Trust is a central feature of healthy relationships but it can be difficult to understand why some interactions make people feel safe and understood, while others create uncertainty or emotional distance. * When a person discloses something personal to someone their close with, they may use the other persons response to judge whether the relationship is safe and dependable (Rempel et al., 1985; Simpson, 2007). * Responsiveness is more than just replying it's when someone feeling noticed and valued (Reis et al., 2004; Itzchakov et al., 2022). {{RoundBoxTop|theme=3}} '''Focus questions''' 1. What is interpersonal responsiveness and how is it different from simply responding? 2. How does responsiveness create interpersonal trust? 3. What can people do to communicate responsiveness and strengthen trust in everyday relationships?{{RoundBoxBottom}} ==What is responsiveness?== * Define responsiveness - Perceived partner responsiveness (PPS) * Explain key points of PPR # Understanding # Validation # Caring (Arican-Dinc & Gable, 2023) * Use Reis and Shaver's model of interpersonal process model of intimacy in conjunction to describe how perceived responsiveness is a key process that helps develop and maintain intimacy in close relationships. (Reis & Shaver, 1988) == Turning responsiveness into trust == == How responsiveness works in relationships == == When responsiveness fails == == How can responsiveness be strengthened == Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Arican-Dinc, B., & Gable, S. L. (2023). Responsiveness in romantic partners’ interactions. ''Current Opinion in Psychology'', ''53'', 101652. https://doi.org/10.1016/j.copsyc.2023.101652 }}Itzchakov, G., Reis, H. T., & Weinstein, N. (2022). How to foster perceived partner responsiveness: High-quality listening is key. Social and Personality Psychology Compass, 16(1), e12648. <nowiki>https://doi.org/10.1111/spc3.12648</nowiki> Reis, H. T., Clark, M. S., & Holmes, J. G. (2004). Perceived partner responsiveness as an organizing construct in the study of intimacy and closeness. In D. J. Mashek & A. P. Aron (Eds.), Handbook of closeness and intimacy (pp. 201–225). Lawrence Erlbaum Associates. Reis, H. T., & Shaver, P. (1988). ''Intimacy as an Interpersonal Process'' (pp. 367–389). Routledge. <nowiki>https://www.researchgate.net/publication/347687013_Intimacy_as_an_interpersonal_process</nowiki> Rempel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. ''Journal of Personality and Social Psychology'', ''49''(1), 95–112. <nowiki>https://doi.org/10.1037/0022-3514.49.1.95</nowiki> Simpson, J. A. (2007). Psychological foundations of trust. ''Current Directions in Psychological Science'', ''16''(5), 264–268. <nowiki>https://doi.org/10.1111/j.1467-8721.2007.00517.x</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] = 8mkpab5afgyq3sf62db3uz63kckzf5q 2829060 2829059 2026-08-28T12:35:21Z U3282586 3107218 spaces and clarification 2829060 wikitext text/x-wiki = {{title|Responsiveness and Interpersonal Trust:<br>How does responsiveness foster trust in relationships?}} <div align="center"></div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ; Scenario [[File:Deep listening.jpg|thumb|'''Figure 1.''' Deep in conversation ]] Picture this... Tiffany has had a tough day and tells her partner Andy about an upsetting interaction at work. Andy puts his phone down, listens carefully, asks what happened, validates Tiffany's feelings and asks what he can do to help. Tiffany leaves the conversation feeling understood and cared for. Now compare it to if Andy has responded differently... Andy continues looking at their phone and says, "You'll be okay". In this case the words are still technically a no problematic response. However, Tiffany leaves the interaction feeling dismissed rather than understood. {{RoundBoxBottom}} For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. Key points (add more structure later) * Trust is a central feature of healthy relationships but it can be difficult to understand why some interactions make people feel safe and understood, while others create uncertainty or emotional distance. * When a person discloses something personal to someone their close with, they may use the other persons response to judge whether the relationship is safe and dependable (Rempel et al., 1985; Simpson, 2007). * Responsiveness is more than just replying it's when someone feeling noticed and valued (Reis et al., 2004; Itzchakov et al., 2022). {{RoundBoxTop|theme=3}} '''Focus questions''' 1. What is interpersonal responsiveness and how is it different from simply responding? 2. How does responsiveness create interpersonal trust? 3. What can people do to communicate responsiveness and strengthen trust in everyday relationships?{{RoundBoxBottom}} ==What is responsiveness?== * Define responsiveness - Perceived partner responsiveness (PPS) * Explain key points of PPR # Understanding # Validation # Caring (Arican-Dinc & Gable, 2023) * Use Reis and Shaver's model of interpersonal process model of intimacy in conjunction to describe how perceived responsiveness is a key process that helps develop and maintain intimacy in close relationships. (Reis & Shaver, 1988) == Turning responsiveness into trust == == How responsiveness works in relationships == == When responsiveness fails == == How can responsiveness be strengthened == Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Arican-Dinc, B., & Gable, S. L. (2023). Responsiveness in romantic partners’ interactions. ''Current Opinion in Psychology'', ''53'', 101652. https://doi.org/10.1016/j.copsyc.2023.101652 }}Itzchakov, G., Reis, H. T., & Weinstein, N. (2022). How to foster perceived partner responsiveness: High-quality listening is key. Social and Personality Psychology Compass, 16(1), e12648. <nowiki>https://doi.org/10.1111/spc3.12648</nowiki> Reis, H. T., Clark, M. S., & Holmes, J. G. (2004). Perceived partner responsiveness as an organizing construct in the study of intimacy and closeness. In D. J. Mashek & A. P. Aron (Eds.), Handbook of closeness and intimacy (pp. 201–225). Lawrence Erlbaum Associates. Reis, H. T., & Shaver, P. (1988). ''Intimacy as an Interpersonal Process'' (pp. 367–389). Routledge. <nowiki>https://www.researchgate.net/publication/347687013_Intimacy_as_an_interpersonal_process</nowiki> Rempel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. ''Journal of Personality and Social Psychology'', ''49''(1), 95–112. <nowiki>https://doi.org/10.1037/0022-3514.49.1.95</nowiki> Simpson, J. A. (2007). Psychological foundations of trust. ''Current Directions in Psychological Science'', ''16''(5), 264–268. <nowiki>https://doi.org/10.1111/j.1467-8721.2007.00517.x</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] = q2437pl37xwuaqrywpg6552qmbea7pe 2829071 2829060 2026-08-28T12:56:20Z U3282586 3107218 Made a quiz 2829071 wikitext text/x-wiki = {{title|Responsiveness and Interpersonal Trust:<br>How does responsiveness foster trust in relationships?}} <div align="center"></div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ; Scenario [[File:Deep listening.jpg|thumb|'''Figure 1.''' Deep in conversation ]] Picture this... Tiffany has had a tough day and tells her partner Andy about an upsetting interaction at work. Andy puts his phone down, listens carefully, asks what happened, validates Tiffany's feelings and asks what he can do to help. Tiffany leaves the conversation feeling understood and cared for. Now compare it to if Andy has responded differently... Andy continues looking at their phone and says, "You'll be okay". In this case the words are still technically a no problematic response. However, Tiffany leaves the interaction feeling dismissed rather than understood. {{RoundBoxBottom}} For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. Key points (add more structure later) * Trust is a central feature of healthy relationships but it can be difficult to understand why some interactions make people feel safe and understood, while others create uncertainty or emotional distance. * When a person discloses something personal to someone their close with, they may use the other persons response to judge whether the relationship is safe and dependable (Rempel et al., 1985; Simpson, 2007). * Responsiveness is more than just replying it's when someone feeling noticed and valued (Reis et al., 2004; Itzchakov et al., 2022). {{RoundBoxTop|theme=3}} '''Focus questions''' 1. What is interpersonal responsiveness and how is it different from simply responding? 2. How does responsiveness create interpersonal trust? 3. What can people do to communicate responsiveness and strengthen trust in everyday relationships?{{RoundBoxBottom}} ==What is responsiveness?== * Define responsiveness - Perceived partner responsiveness (PPS) * Explain key points of PPR # Understanding # Validation # Caring (Arican-Dinc & Gable, 2023) * Use Reis and Shaver's model of interpersonal process model of intimacy in conjunction to describe how perceived responsiveness is a key process that helps develop and maintain intimacy in close relationships. (Reis & Shaver, 1988) == Turning responsiveness into trust == == How responsiveness works in relationships == == When responsiveness fails == == How can responsiveness be strengthened == Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Mila tells their parent: "I finally got the grade I was hoping for. I'm so relived!". Which response is perceived as the most responsive? |type="()"} - "That's nice." + "Wow! You worked so hard for that. What did you get" - "Wow! Anyway, what do you want to have for dinner?" </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Arican-Dinc, B., & Gable, S. L. (2023). Responsiveness in romantic partners’ interactions. ''Current Opinion in Psychology'', ''53'', 101652. https://doi.org/10.1016/j.copsyc.2023.101652 }}Itzchakov, G., Reis, H. T., & Weinstein, N. (2022). How to foster perceived partner responsiveness: High-quality listening is key. Social and Personality Psychology Compass, 16(1), e12648. <nowiki>https://doi.org/10.1111/spc3.12648</nowiki> Reis, H. T., Clark, M. S., & Holmes, J. G. (2004). Perceived partner responsiveness as an organizing construct in the study of intimacy and closeness. In D. J. Mashek & A. P. Aron (Eds.), Handbook of closeness and intimacy (pp. 201–225). Lawrence Erlbaum Associates. Reis, H. T., & Shaver, P. (1988). ''Intimacy as an Interpersonal Process'' (pp. 367–389). Routledge. <nowiki>https://www.researchgate.net/publication/347687013_Intimacy_as_an_interpersonal_process</nowiki> Rempel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. ''Journal of Personality and Social Psychology'', ''49''(1), 95–112. <nowiki>https://doi.org/10.1037/0022-3514.49.1.95</nowiki> Simpson, J. A. (2007). Psychological foundations of trust. ''Current Directions in Psychological Science'', ''16''(5), 264–268. <nowiki>https://doi.org/10.1111/j.1467-8721.2007.00517.x</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] = f190cta9f56ysq337s4kt4p21qzkcfq 0 331092 2829319 2828967 2026-08-29T04:44:43Z Jtneill 10242 Copyediting 2829319 wikitext text/x-wiki {{title|Mindset and stigma:<br>What role do growth versus fixed mindsets play in prejudice and stigma?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Fixed versus growth mindset.png|thumb|Figure 1. Fixed and growth mindsets provide contrasting ways of understanding whether human characteristics can change]] ;Two different reactions Emma has recently started a new job. During lunch, she mentions that she has previously received treatment for a substance-use disorder. One colleague believes that personal characteristics are largely fixed and assumes that Emma will always be unreliable. Another colleague also wonders why Emma did not change her behaviour sooner. The colleagues' reactions demonstrate how beliefs about changeability may influence stigma. A fixed mindset may encourage stable stereotypes, whereas a growth mindset may create hope for change. However, believing that change is possible can also increase blame when a person is perceived as responsible for not changing. This chapter examines these competing pathways (see Figure 1) {{RoundBoxBottom}} * Growth and fixed mindsets describe whether human characteristics are perceived as changeable or relatively permanent (Molden & Dweck, 2006). * Fixed mindsets may reinforce [[wikipedia:Social_stigma|stigma]] by encouraging essentialist beliefs, stereotypes and pessimism about people's capacity to change (Levy & Dweck, 1999). * Growth mindsets may weaken essentialism and encourage positive social contract, but they may also increase personal blame when a stigmatised characteristic is considered controllable (Hoyt & Burntt, 2020). * Understanding these competing effects is important for designing interventions that reduce prejudice without blaming members of stigmatised groups. {{RoundBoxTop|theme=3}} '''Focus questions''' # What are growth and fixed mindsets, and how are they connected to stigma # How do fixed mindsets contribute to stretyping, essentialism and prejudice # Through what processes growth mindsets reduce prejudice and stigma? # When can growth mindsets reduce prejudice and stigma? # How can mindset research inform effective stigma-reduction interventions {{RoundBoxBottom}} == What are growth and fixed mindsets? == * Mindsets, also called implicit theories, are beliefs about whether human characteristics are stable or capable or development (Molden & Dweck, 2006). * These beliefs affect how people interpret behaviour, form impressions and predict whether individuals or groups can change. * Mindsets can concern intelligence, personality, prejudice or specific stigmatised characteristics, rather than operating as one universal belief. === Fixed mindsets === * A fixed or entity mindset views personal attributes as relatively stable and difficult to change. * Fixed mindsets encourage people to explain behaviour in terms of enduring traits rather than situations and social contexts (Chiu et al., 1977). * These trait-based explanations can encourage rapid judgements and reduce attention to evidence that contradicts an existing stereotype. === Growth mindsets === * A growth or incremental mindset views attributes as capable of development through experience, strategies, support and changes in circumstances. * Growth mindsets are associated with mastery-orientated goals and adaptive responses to setbacks (Burnette et al., 2013) == How do fixed mindsets sustain prejudice and stigma? == * Fixed mindsets may sustain prejudice by presenting social differences and negative characteristics as natural, stable and unavoidable. * They can influence how people categorise others, interpret group differences and respond to members of stigmatised groups. * Two important mechanisms are psychological essentialism and negative expectations about social interaction. === Essentialism and stereotyping === * [[wikipedia:Essentialism#In_psychology|Psychological essentialism]] is the belief that members of a social group share an underlying essence that determines their characteristics. * Fixed mindsets may encourage groups to be percieved as uniform, fundamentally different and resistent to change. * Children with static conceptions of people have demonstrated greater stereotype formation than children taught more dynamic conceptions (Levy & Dweck, 1999). * Essentialism may legitimate stigma by making social inequalities and group differences appear inevitable. === Negative expectations and avoidance === * Believing that prejudice is fixed may create pessimistic expectations about future intergroup interactions, * Negative expectations can contribute to anxiety, avoidance and reduced willingness to engage with people from different social groups. * Belief's about whether racial bias is changeable predict different strategies during interracial interactions (Neel & Shapiro, 2012). * Avoidance reduces opportunities for positive contact that could otherwise challenge steretypes and prejudice. == How can growth mindsets reduce prejudice and stigma? == * Growth mindsets may reduce stigma by challenging the assumption that individuals and groups possess permanent negative qualities. * They can promote situational explanations, expectations of improvement and openness to new information. * Reduced essentialism and more positive intergroup contract are two important stigma-reduction. === Reduced essentialism === * Growth mindsets weaken assumptions that behaviour reflects an inherent and unchangeable personal or group essence * Reduced essentialism may make people less likely to generalise one person's behaviour to an entire social group. * Growth beliefs encourage greater attention to circumstances, learning and the possbility of individual variation. * This pathway may reduce prejudice by making stereotypical judgement appear less natural or inevitable (Hoyt & Burnette, 2025). === Positive intergroup contact === * Growth mindsets weaken assumptions that behaviour reflects an inherent and unchangeable personal or group essence. * Reduce essentialism may make people less likely to generalise one person's behaviour to an entire social group. * Growth beliefs encourage greater attention to circumstances, learning and the possibility of individual variation. * This pathway may reduce intergroup anxiety and increase willingness to communicate. * Believing that prejudice can change has been associated with improved interracial interactions (Carr et al., 2012). * Growth mindsets have also been associated with stronger intentions to engage in positive interracial contact (Hoyt et al., 2024) { {RoundBoxTop|theme=2}} '''Case study follow-up''' Emma's colleague learns that recovery is possible but is influenced by treatment access, social support, discrimination and life circumstances. Instead of assuming that Emma is permanately unrealiable or entirely responsible for her past difficulties, the colleague recognises both her capacity for growth and the barriers she has faced. {{RoundBoxBottom}} == When can growth mindsets increase stigma? == * Growth mindsets are not automatically protective against prejudice because changeability can be interpreted as controllability. * If a characteristic seems controllable, observes may conclude that the person is responsible for developing or continuing to possess it. * Consequently, growth beliefs may reduce stigma through lower essentialism while simultaneously increasing it through greater blame. === Perceived control and personal blame === * Growth messages may imply that people should be capable of changing through sufficient effort. * If change does not occur, observers may attribute this to laziness, poor choices or a lack of motivation. * Research on weight stigma found that changeability beliefs could reduce essentialism while also increasing blame (Hoyt et al., 2017). * This combination is described as a "double-edged sword" because the two pathways can produce opposing effects on prejudice (Hoyt & Burnette, 2020). === Structural and situational barriers === * Individual effort occurs within social conditions that may either support or restrict opportunities for change. * Poverty, discrimination, treatment access, social support and institutional policies can influence outcomes. * Growth messages that ignore these barriers risk presenting complex stigmatised conditions as matters of individual choice. == How can mindsets inform stigma-reduction interventions? == * Mindset research can inform interventions in education, healthcare, workplace and public communication. * Effective interventions should preserve hope and self-efficacy while avoiding messages that intensify blame. * Strategies should address social environments and structural barriers in addition to individual beliefs. === Designing balanced growth messages === * Messages should explain that change may be possible through effective strategies, appropriate resources and social support. * They should explicitly distinguish between changeability and complete personal controllability. * Interventions should acknowledge the environmental and structural barriers that can make change difficult. * Balanced messages can promote reduced essentialism without implying that people are solely responsible for their stigmatised circumstances (Hoyt & Burnette, 2025). === Practical applications === * Schools can teach students that stereotypes and prejudiced attitudes can be identified, challenged and changed. * Healthcare campaigns can communicate hope about treatment and recovery while acknowledging barriers and avoiding blame. * Workplaces can combine growth-oriented inclusion programs with policies addressing discrimination and unequal opportunities. * Interventions should be evaluated within the particular population and type of stigma rather than assuming that one message will in every context. ==Figures== [[File:Share with mental health or development disorder, COD.svg|alt=|thumb|140x140px|'''Figure 2 - The change of population of those with mental illness's over decades''']] *Three-quarters of Australian men and women survey respondents reported that they would be comfortable talking to their partner about mental health problems (figure 2).  Around one-sixth (16%) were not sure whether they would be comfortable, and a further ten per cent indicated they would not be comfortable [https://www.relationships.org.au/document/october-2015-mental-health-stigma/ (Mental Heath, 2026).] ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Feature box}} ;Feature boxes ; '''Table 1''' {| class="wikitable" !Aspect !Fixed mindset !Growth mindset |- |Core belief |Personal and group characteristics are relatively permanent. |Personal characteristics and attitudes can develop or change. |- |Explanation of behaviour |Emphasises enduring traits and internal characteristics. |Considers learning, circumstances, strategies and social support. |- |Connection with essentialism |May strengthen beliefs that groups possess an inherent and defining essence. |May weaken beliefs that group differences are natural and permanent. |- |Effect on stereotypes |May encourage generalisation and stable stereotypical judgements. |May encourage attention to individual differences and new information. |- |Intergroup expectations |May create pessimism about whether people, prejudice or relationships can improve. |May produce more positive expectations and encourage intergroup contact. |- |Potential benefit |May reduce blame when a characteristic is perceived as uncontrollable. |May reduce prejudice through lower essentialism and greater expectations for change. |- |Potential risk |May promote social avoidance and the belief that stigmatised people cannot change. |May increase blame when people are considered responsible for not changing. |} ==Conclusion== * Fixed mindsets can sustain prejudice by encouraging essentialism, stereotyping and pessimistic expectations about change. * Growth mindsets can reduce stigma by weakening essentialist beliefs and encouraging positive expectations about individuals and intergroup contact. * However, growth mindsets may increase stigma when changeability is interrupted as personal controllability and responsibility. * The role of mindset is therefore contextual rather than universally positive or negative. * Effective stigma-reduction interventions should promote realistic possibilities for growth while recognising situational and structural barriers. * Overall, growth mindsets are most likely to reduce prejudice when messages combine hope for change with empathy, social support and reduced blame. ==See also== * [[Motivation and emotion/Book/2018/Growth mindset and challenge|Growth mindset and challenge]] (Book chapter, 2018) * [[wikipedia:Mindset|Mindset]] (Wikipedia) * [[wikipedia:Psychological essentialism|Psychological essentialism]] (Wikipedia) * [[wikipedia:Social stigma|Social stigma]] (Wikipedia) ==References== {{Hanging indent|1= Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. ''Psychological Bulletin'', ''139''(3), 655–701. https://doi.org/10.1037/a0029531 Carr, P. B., Dweck, C. S., & Pauker, K. (2012). “Prejudiced” behavior without prejudice? Beliefs about the malleability of prejudice affect interracial interactions. ''Journal of Personality and Social Psychology'', ''103''(3), 452–471. https://doi.org/10.1037/a0028849 Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. ''Journal of Personality and Social Psychology'', ''73''(1), 19–30. https://doi.org/10.1037/0022-3514.73.1.19 Hoyt, C. L., & Burnette, J. L. (2020). Growth mindset messaging in stigma-relevant contexts: Harnessing benefits without costs. ''Policy Insights from the Behavioral and Brain Sciences'', ''7''(2), 157–164. https://doi.org/10.1177/2372732220941216 Hoyt, C. L., & Burnette, J. L. (2025). How mindsets can mitigate or sustain prejudice. ''Current Directions in Psychological Science'', ''34''(2), 82–87. https://doi.org/10.1177/09637214241301290 Hoyt, C. L., Burnette, J. L., Auster-Gussman, L., Blodorn, A., & Major, B. (2017). The obesity stigma asymmetry model: The indirect and divergent effects of blame and changeability beliefs on antifat prejudice. ''Stigma and Health'', ''2''(1), 53–65. https://doi.org/10.1037/sah0000026 Hoyt, C. L., Rafferty, D., Earl, S., & Burnette, J. L. (2024). Growth mindsets of people can promote interracial contact intentions among White Americans via positive expectations and reduced anxiety. ''Group Processes & Intergroup Relations'', ''27''(4), 903–924. https://doi.org/10.1177/13684302231187262 Levy, S. R., & Dweck, C. S. (1999). The impact of children's static versus dynamic conceptions of people on stereotype formation. ''Child Development'', ''70''(5), 1163–1180. https://doi.org/10.1111/1467-8624.00085 Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. ''American Psychologist'', ''61''(3), 192–203. https://doi.org/10.1037/0003-066X.61.3.192 Neel, R., & Shapiro, J. R. (2012). Is racial bias malleable? Whites' lay theories of racial bias predict divergent strategies for interracial interactions. ''Journal of Personality and Social Psychology'', ''103''(1), 101–120. https://doi.org/10.1037/a0028237}} ==External links== * [https://implicit.harvard.edu/implicit/takeatest.html Project Implicit] (Harvard University) * [https://www.apa.org/topics/racism-bias-discrimination Racism, bias, and discrimination] (American Psychological Association) {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Growth]] [[Category:Motivation and emotion/Book/Stigma]] kpmtfdvwkk78jt7hnzv8y260moxt0ni 0 331100 2829302 2827636 2026-08-29T03:18:12Z Jtneill 10242 Copyediting 2829302 wikitext text/x-wiki {{title|Emotional intelligence:<br>How does emotional intelligence affect emotional wellbeing?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing result.]] '''Scenario''' Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict. Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively. Why might people respond so differently to similar emotional situations? One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing. Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically. Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship. {{RoundBoxBottom}} Emotional intelligence may play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences, maintain positive emotions, and support their overall emotional wellbeing. However, emotional intelligence is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. * '''What are emotional intelligence and emotional wellbeing?''' (Define emotional intelligence and emotional wellbeing. Explain that emotional intelligence generally involves recognising, understanding, using, and managing emotions. Explain emotional wellbeing and clarify that wellbeing does not simply mean always experiencing positive emotions. Introduce the idea that there are different models of emotional intelligence.) '''Research needed:''' A foundational source defining emotional intelligence, such as Mayer and Salovey, plus a reliable source defining emotional/subjective wellbeing (Givon et al., 2020). * '''What is the relationship between emotional intelligence and emotional wellbeing?''' (Discuss research showing whether higher emotional intelligence is associated with greater emotional or psychological wellbeing. Consider outcomes such as positive affect, life satisfaction, happiness, stress, and negative emotional experiences. Be careful to distinguish an association from evidence that emotional intelligence directly causes better wellbeing.) '''Research needed:''' Meta-analyses or empirical studies examining the association between emotional intelligence and wellbeing (Robinson & Zell, 2026) * '''How does emotional intelligence influence emotional wellbeing?''' (Discuss the psychological processes that may explain the relationship. Emotional intelligence may help people recognise what they are feeling, understand why they are experiencing an emotion, regulate difficult emotions, cope with stress, and manage interpersonal situations. These processes may help explain why emotional intelligence is associated with wellbeing.) '''Research needed:''' Research connecting emotional intelligence with emotion regulation, coping, stress management, and social functioning, as well as research linking these processes with wellbeing (Zomer, 2012; MacCann et al., 2022). * '''Which components of emotional intelligence are particularly important for emotional wellbeing?''' (Discuss whether different components of emotional intelligence contribute differently to wellbeing. Consider emotion perception, using emotion, emotion understanding, and emotion management/regulation. Emotion regulation may be particularly relevant, but this needs to be evaluated using research rather than assumed.) '''Research needed:''' Studies comparing different dimensions or branches of emotional intelligence and their relationships with wellbeing, particularly emotion regulation/management (Blasco-Belled et al., 2019). * '''How can emotional intelligence be developed to support emotional wellbeing?''' (Discuss whether emotional intelligence can be improved through training or psychological interventions. Consider strategies aimed at emotional awareness, understanding emotions, emotion regulation, and interpersonal skills. Examine whether improving these abilities actually leads to improvements in wellbeing and acknowledge limitations in the evidence.) '''Research needed:''' Intervention studies and preferably systematic reviews or meta-analyses of emotional intelligence training and its effects on emotional or psychological wellbeing (Hodzic et al., 2018); (Nadler et al., 2020) * {{RoundBoxTop}} ; Focus questions # What are emotional intelligence and emotional wellbeing? # What is the relationship between emotional intelligence and emotional wellbeing? # How does emotional intelligence influence emotional wellbeing? # How can emotional intelligence be developed to support emotional wellbeing? # Which components of emotional intelligence are particularly important for emotional wellbeing? {{RoundBoxBottom}} == What are emotional intelligence and emotional wellbeing? == Before examining their relationship, it is important to establish what psychologists mean by emotional intelligence and emotional wellbeing. Both are multidimensional concepts, and different theoretical approaches influence how they are measured and understood. === Defining emotional intelligence === * Introduce emotional intelligence. * Explain that EI concerns the processing and management of emotional information. * Explain that EI is not simply "being emotional" or "being a nice person". * Introduce major conceptualisations of EI. * Explain why differences in definitions matter when examining research. ==== '''Ability model of emotional intelligence''' ==== Introduce Mayer and Salovey's ability model. Explain the four branches: # Perceiving emotions # Using emotions to facilitate thought # Understanding emotions[[File:Model of EI.png|thumb|'''Figure 2.''' ''Mayer and Salovey's Emotional Intelligence model'' ]]Managing emotions Explain briefly how each ability could theoretically contribute to wellbeing. '''Figure 2. The four-branch model of emotional intelligence''' Create a simple diagram showing: Perceiving emotions → Using emotions → Understanding emotions → Managing emotions <quiz display=simple> {Which statement best describes emotional intelligence? |type="()"} + The ability to perceive, understand, use, and manage emotions. - The ability to avoid experiencing negative emotions. - The ability to remain happy in all situations. - The ability to control the emotions of other people. } </quiz> === Trait emotional intelligence === * Explain trait EI. * Distinguish trait EI from ability EI. * Explain that trait EI concerns people's perceptions of their emotional abilities and tendencies. * Briefly introduce why trait EI is relevant to emotional wellbeing. === Defining emotional wellbeing === ** Define emotional wellbeing and explain what it means in psychology. ** Explain that emotional wellbeing involves both positive and negative emotional experiences. ** Clarify that good emotional wellbeing does not mean feeling happy or positive all the time. ** Discuss the ability to recognise, understand, and manage emotions as part of healthy emotional functioning. ** Explain that experiencing emotions such as sadness, anger, anxiety, or disappointment is a normal part of emotional wellbeing. ** Discuss how emotional wellbeing may involve being able to cope with difficult emotions and recover from stressful experiences (Chen et al., 2023). ** Distinguish emotional wellbeing from the absence of mental illness or psychological distress. ** Briefly explain how emotional wellbeing is measured in psychological research, as this will be important when you later discuss its relationship with emotional intelligence. == What is the relationship between emotional intelligence and emotional wellbeing? == After defining both concepts, this section examines what psychological research shows about the overall relationship between emotional intelligence and emotional wellbeing. === Emotional intelligence and positive wellbeing === * Examine whether higher emotional intelligence is associated with greater emotional wellbeing. * Discuss research involving positive affect, happiness, life satisfaction, and subjective or psychological wellbeing. * Explain the strength of the relationship where research allows. * Avoid assuming that emotional intelligence directly causes greater happiness. === Emotional intelligence and negative emotional experiences === * Examine the relationship between EI and stress. * Discuss emotional distress and negative affect. * Consider relevant research involving anxiety or depressive symptoms. * Explain that higher EI does not mean that someone will never experience negative emotions. * Instead, people with stronger emotional abilities may be better able to understand and respond to difficult emotions. === Trait and ability emotional intelligence === * Compare research findings for trait and ability EI. * Examine whether trait EI shows different relationships with wellbeing than ability EI. * Consider how the way EI is measured could influence research findings. * Discuss the limitations of relying heavily on self-report measures. === What does the evidence tell us? === * Bring the research together. * Establish whether there is consistent evidence for an association between EI and emotional wellbeing. * Distinguish correlation from causation. * Identify any inconsistencies or limitations in the evidence. == How does emotional intelligence influence emotional wellbeing? == Finding an association between emotional intelligence and wellbeing does not necessarily explain why the two are related. Several psychological processes may help explain how emotional intelligence contributes to emotional wellbeing. === Emotional awareness and perception === * Explain the importance of accurately recognising emotions. * Discuss how identifying an emotional state can help a person decide how to respond. * Explain what may happen when people have difficulty recognising their emotions. * Connect emotional awareness with emotional wellbeing. === Understanding emotions === * Discuss the ability to understand why an emotion has occurred. * Explain how people can recognise changes and combinations of emotions. * Consider how understanding the causes and consequences of emotions may support emotional functioning. * Explain how emotional understanding may make it easier to choose an appropriate response. === Emotion regulation === * Define emotion regulation. * Explain how EI may support the regulation of difficult emotional experiences. * Discuss adaptive and maladaptive emotion regulation strategies. * Consider cognitive reappraisal and suppression where relevant. * Explain that regulating an emotion does not necessarily mean removing or suppressing it. * Examine whether emotion regulation helps explain the relationship between EI and wellbeing. === Coping with stress === * Examine how EI may influence responses to stressful situations. * Discuss appraisal and coping strategies. * Consider emotional recovery and resilience. * Connect effective coping with emotional wellbeing. === Social relationships and support === * Explain how EI may help people recognise other people's emotions. * Discuss emotional communication. * Examine interpersonal conflict and relationship management. * Consider whether stronger relationships and social support provide another pathway between EI and wellbeing. '''Figure 3. Possible pathways through which emotional intelligence may support emotional wellbeing.''' Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, understanding, emotion regulation, coping with stress, and social functioning. These processes may work together rather than occurring in a simple step-by-step sequence. == Which components of emotional intelligence are particularly important for emotional wellbeing? == Although emotional intelligence is often discussed as a single concept, its individual components may not contribute equally to emotional wellbeing. === Emotion perception === * Examine the benefits of accurately recognising emotional states. * Discuss the importance of identifying emotional cues in oneself and others. * Consider limitations: recognising an emotion does not necessarily mean someone will manage it effectively. === Using emotions === * Explain what it means to use emotions to support thinking. * Discuss how emotional information may guide attention, judgement, or problem-solving. * Examine whether this component has a clear relationship with emotional wellbeing. === Emotion understanding === * Discuss understanding the causes and consequences of emotions. * Consider emotional complexity and changes in emotional states. * Examine how understanding emotions may support coping and regulation. === Emotion regulation and management === * Examine whether emotion regulation is particularly strongly related to emotional wellbeing. * Discuss positive affect and negative affect. * Consider emotional distress. * Examine connections with resilience and coping. * Consider whether emotion regulation could help explain the broader relationship between EI and wellbeing. === Comparing the components === * Compare evidence across the different EI components. * Consider whether any component appears particularly important for wellbeing. * Avoid assuming that emotion regulation is the most important unless the research supports this conclusion. * Consider whether the different abilities work together. '''Table 1.''' Emotional intelligence and emotional wellbeing {| class="wikitable" !Concept !Central concern !Example |- |Emotional intelligence |Processing, understanding and managing emotional information |Recognising why you feel anxious and choosing an appropriate response |- |Emotional wellbeing |Quality of emotional experience and functioning |Experiencing manageable negative emotion while maintaining positive functioning |- |Emotion regulation |Influencing emotional experiences or responses |Reappraising a stressful situation rather than reacting impulsively |} == Figures == [[File:Thought bubble.svg|right|140px|thumb|'''Figure 3'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted ; ; '''Quizzes''' * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Emotional wellbeing involves healthy emotional experience and functioning rather than simply experiencing positive emotions. * Research suggests that higher emotional intelligence is generally associated with better indicators of wellbeing. * Emotion regulation, coping and interpersonal functioning may help explain this relationship. * Different EI components and models may show different relationships with wellbeing. * Emotional intelligence may be partly developable, creating potential applications for wellbeing interventions. * or universal cause of emotional wellbeing. Return briefly to Sophie: Sophie's situation demonstrates that emotional intelligence does not remove disappointment, stress, or conflict. Instead, emotional abilities may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that support her wellbeing. * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Emotional intelligence]] * Emotional regulation * [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}} * Psychological wellbeing * Coping * Stress * Positive psychology * [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011) * [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. '''APA style example:''' {{Hanging indent|1= Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., & Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x Chen, C., Kotozaki , Y., Okubo , R., & Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience . Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/ Givon, E., Itzhak-Raz, A., Danieli, G., Karmon-Presser, A., & Meiran, N. (2020, March). How Does the Emotional Experience Evolve? Feeling Generation as Evidence Accumulation. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/3yqigdmzyv?route=details Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., & Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613 Nadler, R., Carswell , J., & Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/ Robinson, T. J., & Zell, E. (2026). Robust associations of emotional intelligence with human flourishing: A second-order meta-analysis. Proceedings of the National Academy of Sciences of the United States of America, 123(19), e2532963123. https://doi.org/10.1073/pnas.2532963123 MacCann, C., Double, K. S., & Clarke, I. E. (2022). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Frontiers in Psychology, 13, 835819. https://doi.org/10.3389/fpsyg.2022.835819 Zomer, L. (2012a). The relationships among emotional intelligence, gender, coping strategies, and well-being in the management of stress in close interpersonal relationships and the workplace [Master's thesis, University of Toronto]. https://www.proquest.com/openview/723018a77700f5c01e4992096ca8f1fa/1?pq-origsite=gscholar&cbl=18750 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.ted.com/talks/maximilian_park_emotional_intelligence_from_a_teenage_perspective Emotional Intelligence From a Teenage Perspective] * [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional intelligence]] [[Category:Motivation and emotion/Book/Well-being]] cdyhaw4o8gzqodr52uymkn1lebsq1gg 0 331103 2829305 2829032 2026-08-29T03:22:10Z U3247927 3005952 /* Beliefs - romantic beliefs / romanticism */ 2829305 wikitext text/x-wiki {{title|Romantic entertainment and love beliefs:<br>How does romantic entertainment influence beliefs and expectations about love and romantic relationships?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. Media has grown in popularity over time and with that comes the power to influence those who watch it. Since the 1930, young adults were choosing to go see romance movies over most other genres of film. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} == What is Love == [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' == Romantic relationships == Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are factors that affect the likelihood and maintaining a health relationship, personality, mental health, beliefs held about relationships. === Beliefs - romantic beliefs / romanticism === * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] tmho7733q8ea3353wr8aeag22fzudot 2829306 2829305 2026-08-29T03:28:43Z U3247927 3005952 updated focus questions 2829306 wikitext text/x-wiki {{title|Romantic entertainment and love beliefs:<br>How does romantic entertainment influence beliefs and expectations about love and romantic relationships?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. Media has grown in popularity over time and with that comes the power to influence those who watch it. Since the 1930, young adults were choosing to go see romance movies over most other genres of film. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} == What is Love == [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' == Romantic relationships == Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are factors that affect the likelihood and maintaining a health relationship, personality, mental health, beliefs held about relationships. === Beliefs - romantic beliefs / romanticism === * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] dgefa1wbzq2rmjv46szc0rinkj07vb5 2829308 2829306 2026-08-29T03:39:26Z U3247927 3005952 added subtitles 2829308 wikitext text/x-wiki {{title|Romantic entertainment and love beliefs:<br>How does romantic entertainment influence beliefs and expectations about love and romantic relationships?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] qcv3ukl8ybnxyo4dc6cx3rjg5tsea0h 2829347 2829308 2026-08-29T06:09:54Z U3247927 3005952 /* Psychological mechanisms */ theory 1 2829347 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships. === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] ota31tqrpmhmriab4oslwlzxshlqcga 2829350 2829347 2026-08-29T06:16:11Z U3247927 3005952 /* Learning features */ 2829350 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships. {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - she has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] rjrww2g7u09fx1fbk8tvoxldsp3nrag 2829351 2829350 2026-08-29T06:20:11Z U3247927 3005952 /* Learning features */ quiz 1 2829351 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships.<quiz display="bold"> {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - She has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television </quiz> === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] o57aeuamd7ukl0zpvamhh01f5p7gsrw 2829356 2829351 2026-08-29T06:32:10Z U3247927 3005952 /* References */ 2829356 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships.<quiz display="bold"> {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - She has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television </quiz> === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Banjo, O. O. (2002). The effects of media consumption on the perception of romantic relationships. Penn State McNair Journal, 9(1), 9-33. Beaty, L. S. (2021). It’s Love Island, Not Friend Island”: Authenticity and Surveillance in Reality TV, a Literature Review and Content Analysis “. WWU Honors College Senior Projects 456. Chen, Y., Xia, M., & Dunne, S. (2024). Romantic Love is Not Only “Romantic”: A Grounded Theory Study on Love in Romantic Relationships. The Journal of Psychology, 158(1), 64–83. https://doi.org/10.1080/00223980.2024.2305442 Hefner, V., & Kretz, V. E. (2021). Does the Glass Slipper Fit?: Disney Princess Films and Relationship Beliefs and Attitudes. Journal of Media Psychology, 33(3), 125–133. https://doi.org/10.1027/1864-1105/a000290 Lippman, J. R., Ward, L. M., & Seabrook, R. C. (2014). Isn’t It Romantic? Differential Associations Between Romantic Screen Media Genres and Romantic Beliefs. Psychology of Popular Media Culture, 3(3), 128–140. https://doi.org/10.1037/ppm0000034 Sorokowski, P., Sorokowska, A., Groyecka, A., Aavik, T., Akello, G., Alm,C., Amjad, N., Anjum, A., Asao, K., Atama, C. S., Atamtürk Duyar, D., Ayebare, R., Batres, C., Bendixen, M., Bensafia, A., Bizumic, B., Boussena, M., Buss, D. M., Butovskaya, M., … Sternberg, R. J. (2021). Universality of the Triangular Theory of Love: Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries. The Journal of Sex Research, 58(1), 106–115. https://doi.org/10.1080/00224499.2020.1787318 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] 1tg9uymzhw2fl3e8zhzvoakn4cyctzb 2829357 2829356 2026-08-29T06:34:16Z U3247927 3005952 /* References */ 2829357 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Beliefs - romantic beliefs / romanticism ==== * Love finds a way - belief that love can overcome all obstacles * One and only - belief that we have "soulmates" * Idealisation - belief that a "true love" will nearly be perfect * Love at first sight - belief when you meet the right person, you will know It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * films * TV * reality dating shows * novels * streaming * social media Then discuss why people consume it. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships.<quiz display="bold"> {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - She has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television </quiz> === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Banjo, O. O. (2002). The effects of media consumption on the perception of romantic relationships. Penn State McNair Journal, 9(1), 9-33. Beaty, L. S. (2021). It’s Love Island, Not Friend Island”: Authenticity and Surveillance in Reality TV, a Literature Review and Content Analysis “. WWU Honors College Senior Projects 456. Chen, Y., Xia, M., & Dunne, S. (2024). Romantic Love is Not Only “Romantic”: A Grounded Theory Study on Love in Romantic Relationships. The Journal of Psychology, 158(1), 64–83. https://doi.org/10.1080/00223980.2024.2305442 Hefner, V., & Kretz, V. E. (2021). Does the Glass Slipper Fit?: Disney Princess Films and Relationship Beliefs and Attitudes. Journal of Media Psychology, 33(3), 125–133. https://doi.org/10.1027/1864-1105/a000290 Hefner, V., & Wilson, B. J. (2013). From Love at First Sight to Soul Mate: The Influence of Romantic Ideals in Popular Films on Young People’s Beliefs about Relationships. Communication Monographs, 80(2), 150–175. https://doi-org.ezproxy.canberra.edu.au/10.1080/03637751.2013.776697 Lippman, J. R., Ward, L. M., & Seabrook, R. C. (2014). Isn’t It Romantic? Differential Associations Between Romantic Screen Media Genres and Romantic Beliefs. Psychology of Popular Media Culture, 3(3), 128–140. https://doi.org/10.1037/ppm0000034 Sorokowski, P., Sorokowska, A., Groyecka, A., Aavik, T., Akello, G., Alm,C., Amjad, N., Anjum, A., Asao, K., Atama, C. S., Atamtürk Duyar, D., Ayebare, R., Batres, C., Bendixen, M., Bensafia, A., Bizumic, B., Boussena, M., Buss, D. M., Butovskaya, M., … Sternberg, R. J. (2021). Universality of the Triangular Theory of Love: Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries. The Journal of Sex Research, 58(1), 106–115. https://doi.org/10.1080/00224499.2020.1787318 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] 5n5lrz1nf6hzacdsltsuhvmvh32ex6q 2829389 2829357 2026-08-29T07:56:32Z U3247927 3005952 added new references and more about romantic entertainment 2829389 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. ==== Romantic ideals / romanticism ==== According to Bell (1975), Knox & Sporakowski (1968); Sprecher & Metts (1989), romantic ideals refer to a broad set of beliefs about the power of love. It outlines what a model relationship should look like, how it should develop, form, function and be maintained. These beliefs represent culturally shared ideas about what a "successful" relationship is rather than expectations b based solely on an individual partner. Research commonly identifies four key themes associated with romantic ideals (Hefner & Wilson, 2013) * '''Love finds a way - belief that love can overcome all obstacles''' * '''One and only - belief that we have "soulmates"''' * '''Idealisation - belief that a "true love" will nearly be perfect''' * '''Love at first sight - belief when you meet the right person, you will know''' It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * Romantic films and romantic comedies * Television drama * Reality dating and dating competition shows * Romance novels * Popular music * Social media Studies investigating romantic comedy exposure suggest that romantic entertainment may contribute to the reinforcement of romantic ideals. Hefner and Wilson (''2013'') found that individuals who watched romantic comedies with the intention of learning about relationships were more likely to endorse romantic beliefs, particularly the idealisation of one's partner. This suggests that the purpose behind media consumption may influence how individuals interpret and apply romantic messages. Beyond using romantic entertainment as a source of relationship knowledge, individuals may also consume romantic narratives because they become emotionally invested in fictional relationships. van Monsjou and Mar (2019) suggest that engagement with fictional romances may provide an opportunity for individuals to explore romantic experiences, develop understandings of intimacy and reflect on relationship possibilities without directly experiencing them. Therefore, fictional relationships may serve both an entertainment function and a psychological function by allowing audiences to engage with romantic themes and relationship dynamics. === Romantic ideals portrayed in entertainment === Discuss things like * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships.<quiz display="bold"> {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - She has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television </quiz> === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Banjo, O. O. (2002). The effects of media consumption on the perception of romantic relationships. Penn State McNair Journal, 9(1), 9-33. Beaty, L. S. (2021). It’s Love Island, Not Friend Island”: Authenticity and Surveillance in Reality TV, a Literature Review and Content Analysis “. WWU Honors College Senior Projects 456. Chen, Y., Xia, M., & Dunne, S. (2024). Romantic Love is Not Only “Romantic”: A Grounded Theory Study on Love in Romantic Relationships. The Journal of Psychology, 158(1), 64–83. https://doi.org/10.1080/00223980.2024.2305442 Hefner, V., & Kretz, V. E. (2021). Does the Glass Slipper Fit?: Disney Princess Films and Relationship Beliefs and Attitudes. Journal of Media Psychology, 33(3), 125–133. https://doi.org/10.1027/1864-1105/a000290 Hefner, V., & Wilson, B. J. (2013). From Love at First Sight to Soul Mate: The Influence of Romantic Ideals in Popular Films on Young People’s Beliefs about Relationships. Communication Monographs, 80(2), 150–175. https://doi-org.ezproxy.canberra.edu.au/10.1080/03637751.2013.776697 Lippman, J. R., Ward, L. M., & Seabrook, R. C. (2014). Isn’t It Romantic? Differential Associations Between Romantic Screen Media Genres and Romantic Beliefs. Psychology of Popular Media Culture, 3(3), 128–140. https://doi.org/10.1037/ppm0000034 Sorokowski, P., Sorokowska, A., Groyecka, A., Aavik, T., Akello, G., Alm,C., Amjad, N., Anjum, A., Asao, K., Atama, C. S., Atamtürk Duyar, D., Ayebare, R., Batres, C., Bendixen, M., Bensafia, A., Bizumic, B., Boussena, M., Buss, D. M., Butovskaya, M., … Sternberg, R. J. (2021). Universality of the Triangular Theory of Love: Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries. The Journal of Sex Research, 58(1), 106–115. https://doi.org/10.1080/00224499.2020.1787318 van Monsjou, E., & Mar, R. A. (2019). Interest and Investment in Fictional Romances. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 431–449. https://doi.org/10.1037/aca0000191 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] cy8hcg55vvkvsadrgjf9n4rbmkfdmq1 2829390 2829389 2026-08-29T08:16:54Z U3247927 3005952 /* Romantic ideals / romanticism */ 2829390 wikitext text/x-wiki __TOC__ = '''Romantic entertainment and love beliefs: How does romantic entertainment influence beliefs and expectations about love and romantic relationships?''' = == Overview == {{RoundBoxTop|theme=3}} '''''Scenario''''' After long day, Adam and Eve settle onto the couch to watch romantic comedy [[wikipedia:Pretty_Woman|Pretty Woman]]. Throughout the film, they are captivated by the unlikely romance, admire the grand gestures of affection and enjoy the story's happy ending. As the credits roll, Eve jokingly says that "Romantic movies make relationships looks so effortless. I wish real life worked like that" {{RoundBoxBottom}} [[File:Couple cuddling on the couch with a movie.png|right|500x500px]] Although the comment is playful, it raises an important question: How does romantic entertainment influence beliefs and expectations about love and romantic relationships. As romantic films, television programs, music and media have become increasingly accessible, researchers have questioned whether repeated exposure shapes people's beliefs about how love should develop and how relationships should function. Since the 1930s, romantic films have consistently been among the most popular genres. Between 1995 and 2010, romantic comedy genre was the sixth highest grossing category of films, generating over $10 billion. The popularity of these films has led some academics to theorise on why such films had a large appeal. Academic Galician (2004) argued that people seek romantic content in the media in order to see relationships work despite all obstacles. Individuals seek out content learn about dating and romance ''(Hefner & Wilson, 2013)''. Reality tv has also flourished in recent decades and is produced to suit almost all demographics. Many people tune in because they perceive contestants and their reactions to be authentic or even relatable. Reality dating and dating competition shows such as The Bachelor and Love Island, isolate their participants and encourage the formation of romantic and platonic relationships in absence of familiar people or surroundings ''(Beaty, 2021)'''.''''' This chapter examines how exposure to romantic entertainment may influence and expectations about love and romantic relationships. Recommended length: 180 to 330 words. {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What are romantic beliefs and relationship expectations and why are they important? * What romantic ideals and relationship messages are commonly portrayed in romantic entertainment? * How do psychological processes such as romantic script, parasocial attachment and social comparison shape audience beliefs / perception about love and relationships? * What are the potential benefits and drawbacks of using romantic entertainment as a source of relation ship knowledge? [[w:Open-ended question|open-ended]] focus questions. * How realistic are the portrayals of love and relationships presented in romantic entertainment? * To what extent should people use romantic entertainment as a guide for real-life relationships? {{RoundBoxBottom}} ==== What is Love ==== [[wikipedia:Love|Love]] is a fundamental aspect of the human experience, one of the most crucial components of intimate relationships. It can be thought as triangle vertex with intimacy, desire and decision/ commitment, the intensity of the three points varies as a function of relationship duration (''Sorokowski'' ''et al., 2021)''. Romantic love is a nearly universal phenomenon that contributes to human evolution and happiness. Love in romantic relationships is commonly defined as passionate and erotic love, distinguished from love in other types of relationships (parental and friendship) ''(Chen, Xia & Dunne, 2024)'''.''''' ==== Romantic relationships ==== Romantic relationships are a key contributor to overall wellbeing. Forming and maintaining intimate partnerships is an important component of our health and happiness. However there are many factors that affect the likelihood and maintaining a healthy relationship, personality, mental health, beliefs held about relationships. == Romantic ideals / romanticism == According to Bell (1975), Knox & Sporakowski (1968); Sprecher & Metts (1989), romantic ideals refer to a broad set of beliefs about the power of love. It outlines what a model relationship should look like, how it should develop, form, function and be maintained. These beliefs represent culturally shared ideas about what a "successful" relationship is rather than expectations b based solely on an individual partner. Research commonly identifies four key themes associated with romantic ideals (Hefner & Wilson, 2013) * '''Love finds a way - belief that love can overcome all obstacles''' * '''One and only - belief that we have "soulmates"''' * '''Idealisation - belief that a "true love" will nearly be perfect''' * '''Love at first sight - belief when you meet the right person, you will know''' It is important to note that these beliefs about love represent endorsement of romanticism, not feelings for one person. An individual accepts a set of cultural ideas about how love works and holds these views before or apart from any real romance. Although it may seem intuitive that holding such romanticised and idealistic beliefs would lead to worse relational outcomes, research actually contradicts this conclusion. The evidence suggests that embracing romanticism can have both positive and negative consequences. A positive effect is that these beliefs may facilitate to the development of romantic relationships because romanticism can act as a rose-coloured filter through which people view early relationship experiences (Lippmann et al., 2014). == Romantic entertainment == * Romantic films and romantic comedies * Television drama * Reality dating and dating competition shows * Romance novels * Popular music * Social media Studies investigating romantic comedy exposure suggest that romantic entertainment may contribute to the reinforcement of romantic ideals. Hefner and Wilson (''2013'') found that individuals who watched romantic comedies with the intention of learning about relationships were more likely to endorse romantic beliefs, particularly the idealisation of one's partner. This suggests that the purpose behind media consumption may influence how individuals interpret and apply romantic messages. Beyond using romantic entertainment as a source of relationship knowledge, individuals may also consume romantic narratives because they become emotionally invested in fictional relationships. van Monsjou and Mar (2019) suggest that engagement with fictional romances may provide an opportunity for individuals to explore romantic experiences, develop understandings of intimacy and reflect on relationship possibilities without directly experiencing them. Therefore, fictional relationships may serve both an entertainment function and a psychological function by allowing audiences to engage with romantic themes and relationship dynamics. === Romantic ideals portrayed in entertainment === Discuss things like : Romantic films / rom coms * soulmates * grand gestures * destiny * love conquers all * attractive partners * conflict resolved quickly * overcoming obstacles * happily-ever-after ending Reality dating shows * accelerated relationship development * attraction and compatibility * dating as entertainment Romantic music * love songs reinforce cultural ideas about passion, intimacy and commitment == Psychological mechanisms == '''Social exchange theory (SET)''' In every interpersonal relation, a social exchange takes place where-by people tend to balance their emotional investment in the relationship by constantly comparing their current relationship to their perceptions of what they deserve. Rewards - love, companionship, emotional, acts of affection are considered to be what an individual enjoys most in the relationships. Social exchange Theory proposes that people evaluate romantic relationships by comparing perceived rewards with the perceived costs - conflict, compromise or missed alternative relationships. An individual satisfaction with his or her her relationship is influenced by whether the benefits outweigh the costs, as well as how closely the relationship matches the individuals expectations and perceived alternatives. Within the context of romantic entertainment, '''SET''' helps explain how heavy consumption of media may shape perceptions of a romantic relationships. === Romantic scripts and schemas === === Cultivation theory === === Social Cognitive Theory === Suggests that human behaviour is determined by environmental influences and internal dispositions. Individuals are more likely to imitate models who are similar to themselves.<quiz display="bold"> {A woman regularly watches romantic television shows in which husbands are consistently affectionate, attentive and express love through grand gestures. Over time, she becomes dissatisfied with her own husband's lower level of affection. According to Social Exchange Theory, what best explains her dissatisfaction?: |type="()"} - She has developed a parasocial relationship with the fictional husband + She is comparing her relationship to the idealised rewards and expectations portrayed in the media - She is experiencing attachment insecurity caused by watching romantic television </quiz> === Positive outcomes === === Negative outcomes === Use this heading structure: * [[#Overview|Overview]] * * What is love * * * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External linksEven Disney princess animated genre could be an important source of influence on young viewers perception of reality more specifically their beliefs regarding romantic relationships. Nearly all Disney princess movies feature a romantic component (Hefner & Kretz, 2021). Following the same beliefs as romantic comedy films. ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:ChatGPT Image of couple watching romantic media together.png|thumb|140x140px|'''Figure 1.''' A couple watching a romantic comedy, illustrating exposure to romantic entertainment. ]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Banjo, O. O. (2002). The effects of media consumption on the perception of romantic relationships. Penn State McNair Journal, 9(1), 9-33. Beaty, L. S. (2021). It’s Love Island, Not Friend Island”: Authenticity and Surveillance in Reality TV, a Literature Review and Content Analysis “. WWU Honors College Senior Projects 456. Chen, Y., Xia, M., & Dunne, S. (2024). Romantic Love is Not Only “Romantic”: A Grounded Theory Study on Love in Romantic Relationships. The Journal of Psychology, 158(1), 64–83. https://doi.org/10.1080/00223980.2024.2305442 Hefner, V., & Kretz, V. E. (2021). Does the Glass Slipper Fit?: Disney Princess Films and Relationship Beliefs and Attitudes. Journal of Media Psychology, 33(3), 125–133. https://doi.org/10.1027/1864-1105/a000290 Hefner, V., & Wilson, B. J. (2013). From Love at First Sight to Soul Mate: The Influence of Romantic Ideals in Popular Films on Young People’s Beliefs about Relationships. Communication Monographs, 80(2), 150–175. https://doi-org.ezproxy.canberra.edu.au/10.1080/03637751.2013.776697 Lippman, J. R., Ward, L. M., & Seabrook, R. C. (2014). Isn’t It Romantic? Differential Associations Between Romantic Screen Media Genres and Romantic Beliefs. Psychology of Popular Media Culture, 3(3), 128–140. https://doi.org/10.1037/ppm0000034 Sorokowski, P., Sorokowska, A., Groyecka, A., Aavik, T., Akello, G., Alm,C., Amjad, N., Anjum, A., Asao, K., Atama, C. S., Atamtürk Duyar, D., Ayebare, R., Batres, C., Bendixen, M., Bensafia, A., Bizumic, B., Boussena, M., Buss, D. M., Butovskaya, M., … Sternberg, R. J. (2021). Universality of the Triangular Theory of Love: Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries. The Journal of Sex Research, 58(1), 106–115. https://doi.org/10.1080/00224499.2020.1787318 van Monsjou, E., & Mar, R. A. (2019). Interest and Investment in Fictional Romances. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 431–449. https://doi.org/10.1037/aca0000191 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Quiz]] eoq74c5we77czmc5v84rm8r9ng6e2gz 0 331105 2829354 2828799 2026-08-29T06:26:57Z Jtneill 10242 Copyediting 2829354 wikitext text/x-wiki {{title|Sex work motivation:<br>What motivates sex work and how does this impact worker experiences?}} __TOC__ == Overview == {{RoundBoxTop|theme=5}} [[File:“Sex workers rights are human rights” - Europride 2019.jpg|thumb|200px|'''Figure 1'''. Prostitution in Sao Paulo, Brazil]] '''What would you do if you found yourself in this scenario?''' Feeling lost and left with little money of your own, but you have to make ends meet. What will you do when you have to pay your rent? What if you have a child? Would you turn to sex work to make ends meet? If you did... would that make your rights to a safe and trustworthy work environment just disappear? Sex work itself is illegal. Having been driven to such means to make ends meet, you must register as self-employed to pay taxes, buy a house, or even just be considered an employee. [https://doi.org/10.1080/14427591.2020.1830841. (Huglstad et al., 2020)]. Sex workers rights activists proclaim that sex work is work, that they are not victims in need of help, and that they are entitled to any basic human right (see Figure 1). That in itself poses another scenario: What drives people into sex work? Is it finance and convenience? Or is it pleasure and fun? {{RoundBoxBottom}} * introduce sex work as a concept {{ic|Note to link to other work-related book chapters}} * introduce the main driving forces that motivate people to go into sex work * introduce influencing factors that influence worker experiences (whorephobia & adult entertainment) {{RoundBoxTop|theme=5}} '''Focus questions''' * What are the main driving forces causing people to turn to sex work? * What is the effect of the adult entertainment industry on sex workers? * What is the condition of work place satisfaction for sex workers? * How does whorephobia and others' actions towards sex workers effect their work place? * Do those who turn to sex work for pleasure have different experiences to those who do so for money alone? {{RoundBoxBottom}} == Driving forces pushing people towards [[Sex education|sex]] work == - Do those who turn to sex work for pleasure have different experiences to those who do so for money alone? === Age as a factor === - why do young people enter the sex work industry, how does that change workplace satisfaction? - how does parenting influence age related sex work? - do older individuals in the sex work industry experience more angism in their workplace? === Maslow's hierarchy of needs === - looking at maslows hierarchy of needs, what may cause people to turn to sex work? - does peoples standing on the hierarchy influence their workplace satisfaction? === Socioeconomic factors === - is sex work more prevelent in low socioeconomic places/citys around the world? - how does their treatment change from higher to lower socioeconomic places == How motivations to join the sex work industry differ from men to women == {| class="wikitable" |+Percentages showing [[doi:10.1017/hyp.2024.56.|gender differences]] in paying for vs working in sex ! !Participate in sex work !Pay for sex work |- |Men |20% |12% |- |Women |80% |1% |} === Male sex workers === - why are they less prevelent in the public eye? - why are they not degraded as much as female workers? - do men turn to sex work to fulfill their own physical needs? === Female sex workers === - why are they more prevelent in the public eye? - why are they degraded more then male workers? - do women turn to sex work to fulfill their own physical needs? == The adult entertainment industry and its relationship to sex workers == - does this carer add unrealistic expectations towards sex workers and what people will ask to recieve? - looking into detail about how the adult entertainment industry can glorify sex work and how that may motivate people to join the industry. == Work place satisfaction for sex workers == - is there an element of sexual satisfaction which motivates sex workers? - is there a difference between men and women? - how to sexworkers respond to violence in their line of work and how may that motivate their actions? == [https://www.jrc-concordia.ca/wp-content/uploads/2017/01/Journal-of-Religion-and-Culture-Vol-27-no-1.pdf#page=13 Whorephobia] and how it influences work place satisfaction == - how do unfavorable opinions of sex workers effect motivation and how does that relate to workplace satisfaction? - how does the prevelence of this violence motivate sex workers to continue in their chosen carer path? - how does whorephobia effect workplace satisfaction?<quiz display="simple"> {More men then women experience sexual violence as a sex worker: |type="()"} - True + False {There are more women in the sex trade then there are men: |type="()"} - True + False </quiz> ==Conclusion== Through this chapter we have spoken about the different motivations that drives people into sex work and how that can influence work place experiences. We have done this by assesing how age and gender can influence motivations as well as what circumstances can effect those drives. - summerise the different motivations that lead to sex work, considering gender and age. - summerise how socioeconomic factors influence sex worker experiences, including prejudices. * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Maslow's hierarchy of needs]] (Wikiversity) * [[Motivation and emotion/Book/2015/Sex worker motivation|Sex work motivation]] (Book chapter, 2015) ==References == {{Hanging indent|1=Arnold, K. A., Turner, N., Barling, J., & Iverson, R. D. (2020). Feeling safe while doing sex work: Motivation for entering sex work moderates the relationship between perceptions of physical danger and desire to leave sex work. Safety science, 129, 104795.[https://pdf.sciencedirectassets.com/271730/1-s2.0-S0925753520X00063/1-s2.0-S0925753520301922/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEDgaCXVzLWVhc3QtMSJIMEYCIQDLwNUlkBLTVH2W9sUG%2FL8xBiniafqj2YjDThRYfM8j7gIhAPpb6usou%2FCfun2GlN94HXvsSkZFNyb27ndcS5LYkmOqKrIFCAEQBRoMMDU5MDAzNTQ2ODY1IgwVqu3mdLMxIbQQT4EqjwVyEzAMhHQLz8i1mRyce46T7kq8nFGMPfsWbvGbIjwD5sTztgejH2H6uoazHE3ceLn%2BHJAMU2gcjulIYqlqCSyvPuWe%2BScfjOHfBfQZnctFdUl2oWqaahIi9YzAVcTWeftoZk%2FylcCfLerGklhqD7HwVv2vZdBzsx94xmqQ1V1uUbIbAIkJ30NfSj00z1cSaUL1q96wM120kL%2By3Fd%2FYRnMyLzgn343yVJM%2BYWksKgOiezOVEa%2BhmIbNUYzcpb%2Fkcah8UWIgZWXjdLp2fZTJB2yCYbj091PqbNLxbKvPvqaCnGI%2BSTaCPpupfKIdR02m2jepxiZI8%2FZrLGy71f0vYzU%2Be120AQZZCPdjTZZAOP9xB%2Bvfpp48EyclSYmN0rSn2bZcMSiqosJl%2Bz6BiiW3J9SmbZXGNWeECGltEiG%2FP%2FRiZ0uB94c2nIGVzBsfJ4fe7UAD3mlWR9UBCT5FirlPE3Dzap%2BH1xnOe%2BGN481xmH1YSoL3FACDW8J5HUez%2BURv5vTzFDq4nON4cFWhMdgPNfu8v%2BjU35utqWccWAfsows5CFE%2FdiNDUQa7EI1XwF00wtRp2k06DjOWBl%2FggL2duXPWFHHaJnOEovHXAGzQUl%2FzBocvEbkU%2BstJU3AjUwCqbrDZRVZay0dd7OLQ6NCZTFxvZrhEoOwYukzgYt02XtXs23oNKc8QK8jPBsjSx8K1Xj9V9tPB5eBTptias5DuJnme5GPMo0H0rehhAFIbH1iz5aLEJ2WFAs2YMajNB9b8K9hsdcsufqw3IWvDgGjJl491SPFYv4AkHpfF%2B2OEEmH9hDMp3rnzv686gQ5u2%2FmSKrDsChJ2JSpJUuTnHdHBZrk%2Fwzx%2BpsfpZ4zLVgKx0K6MJOGtdQGOrAB7mHiroFpJKweD4wGdVv4twWKj65wn3ZS715WCDMXnol3ZjKerxKwtTiAS8MYNXREK5yRc6R%2BCtHqgkfO1QIL6y35fyD0iOWFO6ZYrI1IePcEupQe4Ao%2B8i5%2Bz9PydRXrVVCjz1A9o6ZcLX9dN59jVDboJOpZsOpXxuErU9LEKNKGTqVoHfJq%2FpKSdZkltmLsDvSAgBZORP2gpikUUQyl6A0CxzJ3SGD1ZrqXN39XlWY%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20260825T084050Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYZDNOMNKH%2F20260825%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=222054776072dd684a9220ca5e137f808570de2f4b46a74fc1fac36b8741d31e&hash=9077aea1050680fe483f80515f312051569ddf0b7a50ba90c1511bc6ef136d06&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0925753520301922&tid=spdf-2823bc10-4a39-4f2b-8a32-7409653a6f56&sid=6bbf6c2f3a5ff545d91b09f2929365875304gxrqa&type=client&tsoh=d3d3LnNjaWVuY2VkaXJlY3QuY29t&rh=d3d3LnNjaWVuY2VkaXJlY3QuY29t&ua=1b130057565d500d535050&rr=a3094b5109a37504&cc=au] Footer, K. H. A., White, R. H., Park, J. N., Decker, M. R., Lutnick, A., & Sherman, S. G. (2020). Entry to Sex Trade and Long-Term Vulnerabilities of Female Sex Workers Who Enter the Sex Trade Before the Age of Eighteen. Journal of Urban Health, 97(3), 406–417. https://pmc.ncbi.nlm.nih.gov/articles/PMC7305278/ Huglstad, M., Halvorsen, I. L. I., Jonsson, H., & Nielsen, K. T. (2020). “Some of us actually choose to do this”: The meanings of sex work from the perspective of female sex workers in Denmark. Journal of Occupational Science, 29(1), 1–14. https://doi.org/10.1080/14427591.2020.1830841. ‌Redwood, R. (2018). Myths and Realities of Male Sex Work. Red light labour: Sex work regulation, agency, and resistance, 167-180.[https://books.google.com.au/books?hl=en&lr=&id=8GJoDwAAQBAJ&oi=fnd&pg=PA167&dq=Myths+and+Realities+of+Male+Sex+Work&ots=mQOUglmuLU&sig=XHi0ybe124LABeHMulfVUMeYsxw#v=onepage&q=Myths%20and%20Realities%20of%20Male%20Sex%20Work&f=false] ‌McKeever, N. (2025). Is Sex Work Inherently Gendered? Hypatia, 40(3), 633–652. https://doi.org/10.1017/hyp.2024.56. McNamara, R. (2016). The trouble with whorephobia. Journal of Religion and Culture, 27(1), 13-34.[https://www.jrc-concordia.ca/wp-content/uploads/2017/01/Journal-of-Religion-and-Culture-Vol-27-no-1.pdf#page=13]}} ==External links== * [[doi:10.1017/hyp.2024.56|Is Sex Work Inherently Gendered?]] (Cambridge University Press){{ic|Use in references instead}} * [https://www.jrc-concordia.ca/wp-content/uploads/2017/01/Journal-of-Religion-and-Culture-Vol-27-no-1.pdf#page=13 The Trouble with Whorephobia] (Journal of Religion and Culture){{ic|Use in references instead}} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sex]] [[Category:Motivation and emotion/Book/Work motivation]] tqigeb7mzhkeen3mov8ep1wvdx6t3j7 0 331141 2829068 2822760 2026-08-28T12:52:52Z NDM2024 2984088 2829068 wikitext text/x-wiki ''' INTERNATIONAL MARITIME HEALTH DATABASE''' WHEALTH PROMOTION IN THE SCHOOLS https://odphp.health.gov/our-work/nutrition-physical-activity/move-your-way-community-resources/toolkit-schools Making every school a health-promoting school https://eurohealthnet.eu/publication/from-awareness-to-action-making-every-school-a-health-promoting-school/ Whiteville City Schools launches pilot diabetes screening program for students https://www.wect.com/2026/02/11/whiteville-city-schools-launches-pilot-diabetes-screening-program-students/ 18 Feb 2026 Social inequalities in health in the EU https://eurohealthnet.eu/publication/social-inequalities-in-health-in-the-eu/ https://www.worlddiabetesfoundation.org/ https://globaldiabeteswalk.org/about/ https://globaldiabeteswalk.org/organise-your-walk/ https://www.diabetescompass.org/ 1wehaslq34mbbdaechnr5qwbvyoksck 2829072 2829068 2026-08-28T12:56:52Z NDM2024 2984088 2829072 wikitext text/x-wiki ''' HEALTH PROMOTION IN THE SCHOOLS ''' https://odphp.health.gov/our-work/nutrition-physical-activity/move-your-way-community-resources/toolkit-schools Making every school a health-promoting school https://eurohealthnet.eu/publication/from-awareness-to-action-making-every-school-a-health-promoting-school/ Whiteville City Schools launches pilot diabetes screening program for students https://www.wect.com/2026/02/11/whiteville-city-schools-launches-pilot-diabetes-screening-program-students/ 18 Feb 2026 '''Social inequalities in health in the EU''' https://eurohealthnet.eu/publication/social-inequalities-in-health-in-the-eu/ https://www.worlddiabetesfoundation.org/ https://globaldiabeteswalk.org/about/ https://globaldiabeteswalk.org/organise-your-walk/ https://www.diabetescompass.org/ tcvmpzcziong10kwgz5kx40bsgrcljm 2829105 2829072 2026-08-28T14:33:51Z NDM2024 2984088 2829105 wikitext text/x-wiki ''' HEALTH PROMOTION IN THE SCHOOLS ''' https://odphp.health.gov/our-work/nutrition-physical-activity/move-your-way-community-resources/toolkit-schools '''Making every school a health-promoting school''' https://eurohealthnet.eu/publication/from-awareness-to-action-making-every-school-a-health-promoting-school/ '''Whiteville City Schools launches pilot diabetes screening program for students''' https://www.wect.com/2026/02/11/whiteville-city-schools-launches-pilot-diabetes-screening-program-students/ 18 Feb 2026 '''Social inequalities in health in the EU''' https://eurohealthnet.eu/publication/social-inequalities-in-health-in-the-eu/ https://www.worlddiabetesfoundation.org/ https://globaldiabeteswalk.org/about/ https://globaldiabeteswalk.org/organise-your-walk/ https://www.diabetescompass.org/ 4pd2rn74pab8pa2ke4vtk4ui3nw5nvs 2829141 2829105 2026-08-28T15:18:37Z NDM2024 2984088 2829141 wikitext text/x-wiki We have drafted a preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalize a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. Warm regards, Oj/Nd 9zgmxhsq53k3vaaq9vst0c1s4oe1a43 2829161 2829141 2026-08-28T15:50:16Z NDM2024 2984088 2829161 wikitext text/x-wiki A preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalise a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. Warm regards, Oj/Nd erh0t6ykoo4a7y1bylhc5rak3pxsmqn 2829384 2829161 2026-08-29T07:40:28Z NDM2024 2984088 2829384 wikitext text/x-wiki A preliminary proposal for a Research Seminar 2026 held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalise a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. Warm regards, Oj/Nd 8w8i1b7scfm4otejs9k27snbua6tpdv 2 331167 2829374 2823766 2026-08-29T07:22:12Z Helpme2222 3106525 2829374 wikitext text/x-wiki {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|kljuczslovo|l|2}} 40gkgdivk0p6pxc4oxcxf3dz6hbl3na 2829378 2829374 2026-08-29T07:25:03Z Helpme2222 3106525 2829378 wikitext text/x-wiki {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|kljuczslovo|l}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|kljuczslovo|l|2}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|kljuczslovo|l|3}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|yaoshiwenzi|l|3}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|yaoshiwenzi|l}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|yaoshiwenzi|l|1}} {{#invoke: Sandbox/22 | getBallAttribute |Module:Sandbox/22/|yaoshiwenzi|l|2}} 9iwonbezs9og1c6zm6hu7pamrwcytgk 0 331168 2829278 2824601 2026-08-29T02:19:41Z U3279062 3106301 edited spelling on figures 2829278 wikitext text/x-wiki {{title|Romantic jealousy:<br>Why does romantic jealousy occur, what are it's impacts, and how can It be managed?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Man using smartphone outdoors.jpg|Man_using_smartphone_outdoors|right|thumb|150px|'''Figure 1'''. Person viewing an ambiguous message on a phone]] ; Scenario Maya is in a committed romantic relationship of 3 years. Her partner, Alex, has recently started spending more time with a new colleague, Joan. One evening, Maya notices that Alex has been messaging Joan more often. She sees a message that, while not showing clear evidence of infidelity, could be interpreted in multiple ways. Maya experiences a sudden feeling of jealousy. She starts thinking: '' Why are they messaging so much? Is there something going on? Does Alex find Joan more interesting than me? Am I overreacting? '' Maya feels anxious and has an urge to check Alex's messages or ask what is happening. Maya's situation shows how an ambiguous even can become psychologically significant when interpreted as a potential threat (see Figure 1.) What is happening to Maya, and what should she do with this feeling? {{RoundBoxBottom}} Romantic jealousy is an emotional response that can arise when a person perceives a threat to a valued romantic relationship. The experience and consequences of jealousy can vary substantially across people and situations. * What is [[wikipedia:Jealousy|jealousy]]? (Discuss that romantic jealousy involves an emotional response to a perceived threat to a valued romantic relationship. The threat does not have to be real. Interpretation and perception matter) use source that gives a definition of romantic jealousy: (Karakoçoğlu & Hasdağ, 2025) * Why does jealousy vary? Individual and relationship factors may influence how people interact and respond to similar situations (Valentova et al., 2020). * Why does jealousy matter? (Jealousy can influence thoughts, emotions and behavior. The feeling alone doesn't necessarily determine behaviour. Different responses may have different consequences for romantic relationships.) research connecting jealousy with cognitive/ emotional responses, behavioural responses, relationship outcomes: (Guerrero & Andersen, 1996) and (Elphinston et al., 2013) * Why management matters Understanding jealousy may help people distinguish emotional reactions from assumptions and actions. Understanding and regulation are important steps in behaviour change (Duckworth & Gross, 2020), which works together to manage jealousy. {{RoundBoxTop|theme=1}} '''Focus questions''' * What is romantic jealousy, and how can it be understood as an emotional and motivational response? * Why does romantic jealousy occur, and why might people experience it differently? * What are the cognitive, emotional, behavioural, and relationship impacts of romantic jealousy? * How can romantic jealousy be managed in ways that support healthy functioning? {{RoundBoxBottom}} == What Is Romantic Jealousy? == Romantic jealousy is a complex psychological response to a perceived threat to a valued romantic relationship, involving interacting emotional, cognitive, and motivational processes (Sharpsteen & Kirkpatrick, 1997) * define more * jealousy isn't just a single feeling * introduce how people can interpret similar situations differently * preview sections === Defining Romantic Jealousy === Romantic jealousy can be understood, similar to regular jealousy, as a psychological response that occurs when a person perceives a threat to an important romantic relationship. * define it (what is it, what makes it romantic jealousy in particular, what is being threatened, why does the relationship need to be valued for it to be jealousy) cite: (Miller & Benz, 2013) information on jealousy * talk about perceived threat (the situation doesn't necessarily have to involve an objectively confirmed threat. establish difference between the event and situation and the jealousy) cite: (Scherer et al., 2001) * explain components (establish that jealousy may involve cognition, emotional, motivation. then say that behaviour can follow from these but isn't same as emotion) * Maya's reaction illustrates how the meaning attributed to an ambiguous event can contribute to jealousy. === Jealousy and Related Emotional Experiences === Although romantic jealousy can involve emotions such as [[wikipedia:Fear|fear]], [[wikipedia:Anxiety|anxiety]], [[wikipedia:Anger|anger]], and [[wikipedia:Insecurity|insecurity]], it should be distinguished from related psychological experiences such as [[wikipedia:Envy|envy]]. * say what jealousy generally is (a valued relationship plus a perceived threat involving another person) * envy generally is (wanting something another person has) * jealous may be accompanied by other emotions said above but they aren't necessarily interchangeable with jealousy * can cite old jealousy source from above section {| class="wikitable" |+Table 1. Distinguishing Romantic Jealousy from Related Experiences !Experience !Central Concern !Example |- |Romantic Jealousy |Perceived threat to a valued romantic relationship |Partner appears unusually close to another person |- |Envy |Wanting something another person has |Another person has a relationship you want |- |Fear/Anxiety |Anticipated or perceived threat/danger |Worry that a relationship may end |} === Is Jealousy Inherently Harmful === experiencing romantic jealousy does not necessarily mean you are experiencing a harmful relationship event or outcome. the significance of jealousy may depend partly on how the experience is interpreted and how it is expressed. * emotions don't equal behaviour (feeling jealous is not the same as acting on jealousy) * potential information/ signaling function (research if jealousy can signal perceived relationship threat, motivate attention to relationship concern, motivate relationship protective behaviour, prompt communication) cite: (Dillon, 2013) * Jealousy can prompt maladaptive responses which may include conflict, suspicion, and controlling behaviour. cite jealousy source again potentially <quiz display="simple"> {Which statement best describes romantic jealousy?: |type="()"} - It only occurs when a partner has definitely been unfaithful. - It is the same as envy. + It can involve a perceived threat to a valued romantic relationship and may involve emotional, cognitive, and motivational processes. - It always results in harmful behaviour. </quiz> == Why Does Romantic Jealousy Occur? == Romantic jealousy is unlikely to be explained by relationship events alone. Instead, the experience can come from the interaction between perceived threat, cognitive appraisal, relationship characteristics, and individual differences. * In this chapters scenario, Maya feels jealous * introduce topics discussed below === Perceived Relationship Threat and Cognitive Appraisal === A central explanation for romantic jealousy is that situations become emotionally significant when the yare appraised as threatening to a valued relationship. * A potential threat isnt automatically a psychological threat (a partner interacting with another person is not inherently jealousy provoking. the interaction becomes important when it is interpreted as potentially threatening. Threat could concern: loss of relationship, exclusivity, emotional intimacy, trust, ones sense of self worth. perceived threat cite: (Martínez-León et al., 2017) * talk about cognitive appraisal (people evaluate what an event means for their relationships, they assess if something important is at stake. they interpret significance of events. appraisal contributes to emotional response. appraisal source: (Tomaka et al., 1997) and (McEachrane, 2009) * Maya's interpretation: Alex's messages to Joan are ambiguous, however Maya interprets it as potentially threatening === Attachment and Relationship Security === Attachment theory provides one explanation for why individuals may differ in their sensitivity to relationship threat and in the ways they experience and express jealousy * introduce attachment (romantic relationship can function as important attachments, people differ in attachment related expectations about themselves and others. brief overview of styles these expectations can influence responses to relationship threat) sources about attachment (Shaver & Mikulincer, 2008) and (Sharpsteen & Kirkpatrick, 1997) again * attachment anxiety (explain the anxious attachment style, concern about rejection or abandonment may increase sensitivity to relationship threat. avoidant partner behaviour be made more salient. this attachment stle can contribute to stronger jealousy) cite: (Campbell & Marshall, 2011) * avoidant attachment style (avoidance may also shape jealousy, may influence expression or management of jealousy differently. individual difference isnt about more or less jealousy) cite: (Bartholomew, 1990) (very small section) * case study: Mayas attachment related expectations could influence how sensitive she is to ambiguous relationship === Relationship Context and Uncertainty === jealousy is also shaped by characteristics of the relationship and immediate context, particularly when information about the relationship or a potential rival is uncertain. * uncertainty (people may be uncertain about where their relationship stands, how committed their partner is, what boundaries exist, what a partners behaviour means. uncertainty can make unclear information harder to interpret. cite: (KNOBLOCH et al., 2001) * relationship factors like intimacy, commitment, trust, relationship satisfaction, perceived exclusivity, communication clarity, shape jealousy. * context of relationship shapes reactions (interactions, transitions, perceptions about rivals, previous breaches of trust, digital communication) context determines what information is available and how ambiguous that information may be. * any recent conflict, unclear boundaries, and uncertainty could make Alex's messages to Joan feel more threatening. jealousy cannot be explained only by internal trait. relationship situation itself matters. === Individual Differences === beyond attachment and relationship characteristics, individual differences can influence how strongly people perceive and respond to potential romantic threats. lightly talk about some or all (?) * individual differences such as self-esteem, rejection sensitivity, previous relationship experiences and personality may influence sensitivity to perceived relationship threat and responses to jealousy. * self esteem * previous relationship experiences * rejection sensitivity * personality tendances * these things may increase sensitivity to threats or how situations are interpreted === Integrated Explanations === {{RoundBoxTop|theme=3}} ; Scenario Maya sees the same message from Alex to Joan in two different circumstances Scenario A: Maya feels secure in her relationship and knows how Alex has openly discussed the friendship. Scenario B: Maya and Alex recently experienced conflict and have not discussed relationship boundaries.{{RoundBoxBottom}} <quiz display="simple"> {Why might the same message produce different levels of jealousy?: |type="()"} - The message automatically created jealousy. - Jealousy depends only on personality. + The meaning of the message may be shaped by appraisal, relationship security and contextual uncertainty. - One person must be irrational. </quiz> [[File:Relationship event.png|thumb|Figure 2. Model of romantic jealousy going from event, to appraisal, to emotional and behavioral responses]] taken together, the evidence suggests that romantic jealousy is best understood as an interaction between relationship circumstances, perceived threat, cognitive appraisal and individual characteristics rather than just as the product of a signal cause. *Different explanatory perspectives may operate at different levels of the same psychological process. Appraisal theory may explain how a situation becomes psychologically threatening. attachment theory helps explain why people may differ in their expectations and sensitivity to relationship threat. Individual differences explains why people facing similar circumstances may nevertheless respond differently. *add figure * add learning feature * feature box * quiz: == What Are the Impacts of Romantic Jealousy? == Once romantic jealousy is experienced, it can influence how people think, feel and behave, with consequences that may extend beyond the individual to the relationship itself. * connect back to last section * say jealousy doesn't produce one universal outcome * consequences depend partly on how jealousy is experiences and responded to (can have adaptive responses and harmful responses) * briefly overview subheadings (don't know if i need a source here, as i am being general, maybe i can just reuse a source about jealousy having impacts in general from above ) === Cognitive Impacts === Romantic jealousy can influence cognitive processing by increasing attention to potential relationship threats and shaping how individuals interpret ambiguous information about their partner and relationship. * cognitive jealousy is what you think/ suspect cite (Leite et al., 2024) * jealousy can heighten attention towards relationship information, people may be focused on factors mentioned above (rival, behavior, signs of rejection, evidence confirmation or contradiction) * interpretation of ambiguous information (a partner talking closely with someone else does not automatically show romantic interest, but someone experiencing strong jealousy may interpret ambiguous information through the lens of a perceived threat. possible negative assumptions, suspicion, threat focused) cite (Brenner, 2018) * repetitive thinking and information seeking (rumination, repeatedly thinking about threat, checking for evidence, mental replaying) reuse (Elphinston et al., 2013) for rumination * cognitive effects (effects on thoughts) explain that appraisal can continue after jealousy is experienced, with attention, interpretation, and rumination becoming focused on relationship relevant information, which can influence their emotional and behavioural responses. === Emotional Impacts === The emotional impact of romantic jealous can extend beyond the experience of jealousy itself, with individuals potentially experiencing anxiety, fear, anger, sadness, or insecurity in response to perceived relationship threat. * jealousy can involve multiple emotional experiences (it can co-occur with other emotions, different people can experience this differently, and may experience multiple emotions at the same time) cite (Guerrero et al., 2005) * emotional intensity can vary (the intensity of emotional experiences may be related to context, uncertainty, threat, individual differences discussed before) * emotional distress (intense or persistent jealousy may contribute to emotional distress) cite (Bush et al., 1988) * emotion isn't automatically dysfunctional (unpleasant emotions can still serve psychological functions and draw attention to something important, therefore feeling jealousy does not automatically mean the person or relationship is unhealthy) cite (Attridge, 2013) as established earlier, experiencing an unpleasant emotion does not necessarily make the emotion dysfunctional. === Behavioural Responses === The experience of jealousy does not create a single behavioural response. Individuals may respond through constructive communication and relationship maintenance, or through behaviours that increase conflict, control or harm. * jealousy can motivate action (emotions can motivate behaviours, jealousy signals that relationship may be threatened so people may be motivated to respond.) cite (Fiske, 2002) * as established earlier, jealousy does not determine a single behavioural respons * constructive responses (jealousy can be followed by constructive behaviours link communicating feelings, discussing expectations, seeking reassurance, setting boundaries, and getting clarification. these constructive responses may allow someone to respond to an underlying concern without escalating the situation) maybe use (Attridge, 2013) again * less constructive responses ( MAY cause rumination, monitoring, accusations, withdrawal, testing partner, restrictive behaviour on partner.) cite (Yoshimura, 2004) * these behaviours can lead into more harmful behaviours. {{RoundBoxTop|theme=3}} ; Scenario Maya sees Alex talking closely with Joan at a work party. She experiences jealousy. Response A: Maya notices that she feels threatened, pauses before responding, and later tells Alex that the interaction makes her feel insecure. They discuss what happened. Response B: Maya becomes angry, repeatedly checks Alex's phone and accuses him of being unfaithful. {{RoundBoxBottom}} <quiz display="simple"> {Which statement best explains the difference between Maya's two responses?: |type="()"} - Jealousy was only present in response B. - constructive responses require people to suppress jealousy. + The emotional experience is similar, while the behavioural response differs. - Jealousy always produces controlling behaviour. </quiz> === Relationship Consequences === Because romantic jealousy occurs withing an interpersonal relationship, its consequences can extend beyond the individual to influence communication, trust, satisfaction and relationship stability. * communication (can prompt constructive typos and less constructive types. the effects depend partly on how the jealousy is communicated) * trust (jealousy related suspicion and monitory can be related to lower trust in relationships) can use source about what jealousy is, maybe (Karakoçoğlu & Hasdağ, 2025) again * relationship satisfaction (problematic jealousy with jealousy related behaviours and poorer relationship quality) cite (Elphinston et al., 2013) again jealousy may prompt behaviours intended to maintain or protect eh relationship, or it may prompt behaviours that can harm trust and communication. therefore, relationship consequences depend not only on whether jealousy occurs, but on how it is interpreted and expressed === When Can Jealousy Be Harmful? === romantic jealousy becomes particularly concerning when it is intense, persistent or difficult to regulate, especially when it is expressed through behaviours that undermine autonomy, wellbeing, trust, or relationship functioning. * intensity cite maybe (Bush et al., 1988) (response proportionate to situation and if it overwhelms a persons ability to respond effectively, can determine if jealousy can be harmful) * persistence (does jealousy resolve after the concern is address or does it continue, and does the person remain preoccupied with perceived threat) * behavioural expression (the presence of jealousy is not enough to label a relationship unhealthy, but the behavioural expression and consequences of jealousy are important factors to investigate. * impact on wellbeing (emotional distress, conflict, loss of trust, harm to both partners) cite (Mindful Health Solutions, 2023) * jealousy exists on a continuum, so problematic jealousy is better understood in terms of pattern, intensity, regulation, expression, and consequences. effective management of jealousy should not necessarily involve eliminating the emotion, but it may involve recognising the emotion, evaluating the perceived threat, and choosing responses that support individual and relationship wellbeing. == How Can Romantic Jealousy Be Managed? == managing romantic jealousy involves more than suppressing an uncomfortable emotion. individuals can benefit from recognising their emotional response, evaluating the perceived threat and choosing responses that support both personal wellbeing and relationship functioning. jealousy can produce multiple emotional and behavioural responses, therefore, management needs to occur at several points in the process. === Recognising the Emotional Response === the first step in managing jealousy is recognising and acknowledging the emotional response without automatically treating the feeling itself as evidence that the perceived threat is real. * identify the emotion (jelaosy may come with a mixture of uncomfortable emotions. the person needs to be able to recognise tha thtey are feeling jealous adn but not that it must mean that their partner is doing something wrong) cite (Szczygieł et al., 2012) * validate the emotion without validating the interpretation (acknowledging the emotion is real does not mean assuming that the interpretation producing it is accurate. for example, Maya can genuinely feel jealous without that meaning that Alex has actually been unfaithful * cite (Leahy & Tirch, 2008) distinguishes between experiencing jealousy and acting on it === Evaluating the Perceived Threat === after recognising jealousy, individuals can evaluate whether the perceived threat is supported by available evidence rather than assuming that the emotional response itself confirms the threat. [[File:Relationship event (1).png|thumb|Figure 3. Maya's progression of thoughts on situation]] * cognitive appraisal (acknowledge cognitve appraisal and bring back information from previous section, the person can ask themself what why and how things are happening in their mental processes) appraisal source: (Tomaka et al., 1997) and (McEachrane, 2009) * distinguish evidence from assumption (figure 3. these are three different things, and jealousy can become more difficult to manage when interpretations and predictions are treated as facts. * consider uncertainty (sometimes there genuinely isn't enough information, so management may include tolerating some uncertainty rather than attempting to eliminate it through repeated checking or reassurance seeking) bring back source with (Brenner, 2018) about uncertainty bring jealousy * avoid turning evaluation into surveillance (healthy evaluation involves reflection and open communication but does not mean checking phones, monitoring, tracking, or interrogating) === Communication and Relationship Management === when jealousy concerns the relationship itself, constructive communication can allow partners to clarify expectations, discuss boundaries and address concerns without treating jealousy as justification for controlling behaviour. * communicate emotion not accuse (an accusation looks like 'you are obviously flirting with her' proper communication looks like ' i noticed that i felt uncomfortable and insecure when i saw that interaction and id like to talk about it' important to communicate the experience and avoid assuming intent) * discuss relationship boundaries (partners may have different expectations about friendships, flirting, social media, and exclusivity. there isn't one universal relationship boundary. relationship management involves negotiating expectations rather than assuming that partners automatically share the same rules. * communication should not become control (feeling jealous does not create an entitlement to restrict a partners autonomy) cite (Young et al., 2019) * maya can communicate ' i feel threatened by what i saw, can we talk about what our expectations are' === Emotion Regulation === [[File:Emotional regulation flowchart.pdf|thumb|Figure 4. Emotional regulation flow chart]] emotion regulation can help individuals manage the intensity of jealousy and its associated emotions, creating space to choose responses that are consistent with their longer term relationship goals. * regulation is not suppression (suppression is 'i shouldn't feel this' regulation is 'i am feeling this but i can still decide how i respond) cite (Gross, 2008) * add mindfulness (mindfulness supports emotional awareness) (maybe don't keep or keep short) * cognitive reappraisal (lightly reconnect to previous sections about rethinking meanings of situations cognitively) * behavioural pause (when emotional arousal is high, taking time before communicating can help prevent impulsive behaviour) Figure 4 * align regulation with relationship goals (what does the person ultimately want, potential goal is to protect the relationship, then which response is most likely to move toward that goal) === When the Threat is Real === managing jealousy does not require dismissing every perceived threat as irrational. when evidence indicates a genuine relationship problem, appropriate management involves addressing the underlying issue rather than simply regulating the emotion away. * sometimes the perceived threat is real ( a partner could be violating a boundary, there may be infidelity, deception, repeated inappropriate behavior or a breakdown in trust) cite (Fincham & May, 2017) * emotional regulation doesn't mean tolerating mistreatment (if a persons jealousy is responding to genuine evidence of betrayal or boundary violation, simply telling them to 'manage their jealousy' could cause them to miss the underlying relationship problem) * communicate and negotiate (if threat is real discuss what happened, clarify boundaries, communicate needs, decide what changes are necessary and determine if trust can be repaired,) cite (Abrahamson et al., 2011) * decide what is within ones control (you cant control your partners choices, but you can control how you respond) * professional support (when jealousy becomes persistent, severe, highly distressing, associated with controlling or aggressive behaviour, or is severely impairing relationship functioning, professional psychological support may help) effective management requires both emotional regulation and accurate threat detection. {{RoundBoxTop|theme=3}} ; Scenario Maya has talked to Alex about what she saw on his phone. Alex explains that Joan was just a work friend and there was no romantic relationship. {{RoundBoxBottom}} <quiz display="simple"> {Maya still feels jealous; Which response best reflects the approach described above?: |type="()"} - Suppress the jealousy because the threat has been disproven. - Check Alex's phone until Maya feels completely certain. + Acknowledge the emotion, consider the evidence, tolerate some uncertainty and choose a constructive response. - Assume that feeling jealous must mean something is wrong. </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Cognitive_appraisal|Cognitive appraisal]] (Wikipedia) * [[wikipedia:Emotional_self-regulation|Emotional self regulation]] (Wikipedia) * [[wikipedia:Threat|Threat]] (Wikipedia) ==References == {{Hanging indent|1= Abrahamson, I., Hussain, R., Khan, A., & Schofield, M. J. (2011). What helps couples rebuild their relationship after infidelity? Journal of Family Issues, 33(11), 1494–1519. https://doi.org/10.1177/0192513x11424257 Attridge, M. (2013). Jealousy and relationship closeness. SAGE Open, 3(1), 215824401347605. https://doi.org/10.1177/2158244013476054 Bartholomew, K. (1990). Avoidance of Intimacy: An Attachment Perspective. Journal of Social and Personal Relationships, 7(2), 147–178. https://doi.org/10.1177/0265407590072001 Brenner, G. (2018, October 19). The six faces of jealousy {{!}} psychology today. Www.Psychologytoday.Com. https://www.psychologytoday.com/us/blog/experimentations/201810/the-six-faces-jealousy Bush, C. R., Bush, J. P., & Jennings, J. (1988). Effects of jealousy threats on relationship perceptions and emotions. Journal of Social and Personal Relationships, 5(3), 285–303. https://doi.org/10.1177/0265407588053002 Campbell, L., & Marshall, T. (2011). Anxious attachment and relationship processes: An interactionist perspective. Journal of Personality, 79(6), 1219–1250. https://doi.org/10.1111/j.1467-6494.2011.00723.x Dillon, L. (2013). Functional aspects of jealousy across the lifespan. Human Ethology, 28(2). Duckworth, A. L., & Gross, J. J. (2020). Behavior change. Organizational Behavior and Human Decision Processes, 161(1), 39–49. https://doi.org/10.1016/j.obhdp.2020.09.002 Elphinston, R. A., Feeney, J. A., Noller, P., Connor, J. P., & Fitzgerald, J. (2013). Romantic jealousy and relationship satisfaction: The costs of rumination. Western Journal of Communication, 77(3), 293–304. https://doi.org/10.1080/10570314.2013.770161 Fincham, F. D, & May, R. W. (2017). Infidelity in romantic relationships. Current Opinion in Psychology, 13(4), 70–74. https://doi.org/10.1016/j.copsyc.2016.03.008 Fiske, A. P. (2002). Socio-moral emotions motivate action to sustain relationships. Self and Identity, 1(2), 169–175. https://doi.org/10.1080/152988602317319357 Gross, J. J. (2008). Emotion regulation. In Handbook of emotions (pp. 497–513). Guerrero, L. K., & Andersen, P. A. (1996). Jealousy experience and expression in romantic relationships. Handbook of Communication and Emotion, 155–188. https://doi.org/10.1016/b978-012057770-5/50008-4Guerrero, L. K., Trost, M. R., & Yoshimura, S. M. (2005). Romantic jealousy: Emotions and communicative responses. Personal Relationships, 12(2), 233–252. https://doi.org/10.1111/j.1350-4126.2005.00113.x Karakoçoğlu, N., & Hasdağ, D. (2025). Romantic jealousy: A comprehensive review. Psikiyatride Güncel Yaklaşımlar, 17(1), 179–196. https://doi.org/10.18863/pgy.1454542 KNOBLOCH, L. K., SOLOMON, D. H., & CRUZ, M. G. (2001). The role of relationship development and attachment in the experience of romantic jealousy. Personal Relationships, 8(2), 205–224. https://doi.org/10.1111/j.1475-6811.2001.tb00036.x Leahy, R. L., & Tirch, D. D. (2008). Cognitive behavioral therapy for jealousy. International Journal of Cognitive Therapy, 1(1), 18–32. https://doi.org/10.1521/ijct.2008.1.1.18 Leite, Ã., Silva, B., Vilela, B., Rodrigues, I., Fernandes, J., Romão, J., & Ribeiro, A. M. (2024). Measurement invariance of the multidimensional jealousy scale and quality of relationships inventory (friend). Behavioral Sciences, 14(1), 44. https://doi.org/10.3390/bs14010044 Martínez-León, N., Peña, J., Salazar, H., García, A., & Sierra, J. (2017). APA PsycNet. In psycnet.apa.org. https://psycnet.apa.org/record/2017-47692-008 McEachrane, M. (2009). Emotion, meaning, and appraisal theory. Theory & Psychology, 19(1), 33–53. https://doi.org/10.1177/0959354308101418 Miller, R. L., & Benz, J. (2013). Jealousy, romantic. The Encyclopedia of Cross‐Cultural Psychology, 777–782. https://doi.org/10.1002/9781118339893.wbeccp311 Mindful Health Solutions. (2023, April 7). The deeper meaning of jealousy: A psychological exploration. Mindful Health Solutions. https://mindfulhealthsolutions.com/the-deeper-meaning-of-jealousy-a-psychological-exploration/ Scherer, K. R., Schorr, A., & Johnstone, T. (2001). Appraisal processes in emotion. Oxford University Press, USA. Sharpsteen, D. J., & Kirkpatrick, L. A. (1997). Romantic jealousy and adult romantic attachment. Journal of Personality and Social Psychology, 72(3), 627–640. https://doi.org/10.1037/0022-3514.72.3.627 Shaver, P., & Mikulincer, M. (2008). An overview of adult attachment theory. https://cheleyntema.com/wp-content/uploads/2024/05/Mikulincer-and-Shaver-2008-Overview-of-attachment-.pdf Szczygieł, D., Buczny, J., & Bazińska, R. (2012). Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual Differences, 52(3), 433–437. https://doi.org/10.1016/j.paid.2011.11.005 Tomaka, J., Blascovich, J., Kibler, J., & Ernst, J. M. (1997). Cognitive and physiological antecedents of threat and challenge appraisal. Journal of Personality and Social Psychology, 73(1), 63–72. https://doi.org/10.1037/0022-3514.73.1.63 Valentova, J. V., de Moraes, A. C., & Varella, M. A. C. (2020). Gender, sexual orientation and type of relationship influence individual differences in jealousy: A large Brazilian sample. Personality and Individual Differences, 157, 109805. https://doi.org/10.1016/j.paid.2019.109805 Yoshimura, S. M. (2004). Emotional and behavioral responses to romantic jealousy expressions. Communication Reports, 17(2), 85–101. https://doi.org/10.1080/08934210409389378 Young, V. J., Burke, T. J., & Curran, M. A. (2019). Interpersonal effects of health-related social control: Positive and negative influence, partner health transformations, and relationship quality. Journal of Social and Personal Relationships, 36(11–12), 3986–4004. https://doi.org/10.1177/0265407519846565 }} ==External links== * [https://www.apa.org/topics/emotions Emotions] (American Psychological Association) * [https://www.apa.org/topics/marriage-relationships/healthy-relationships Happy couples] (American Psychological Association) * [https://services.unimelb.edu.au/counsel/resources/relationships/intimate-relationships Intimate relationships] (University of Melbourne) * [https://www.apa.org/topics/marriage-relationships Marriage and relationships] (American Psychological Association) * [https://www.apa.org/topics/physical-abuse-violence/relationships-dating-love-sex Violence in relationships] (American Psychological Association) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Jealousy]] ozirpww7x5sw8z3o2kl17jf9xuocpqf 2829284 2829278 2026-08-29T02:34:35Z U3279062 3106301 added see also links 2829284 wikitext text/x-wiki {{title|Romantic jealousy:<br>Why does romantic jealousy occur, what are it's impacts, and how can It be managed?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Man using smartphone outdoors.jpg|Man_using_smartphone_outdoors|right|thumb|150px|'''Figure 1'''. Person viewing an ambiguous message on a phone]] ; Scenario Maya is in a committed romantic relationship of 3 years. Her partner, Alex, has recently started spending more time with a new colleague, Joan. One evening, Maya notices that Alex has been messaging Joan more often. She sees a message that, while not showing clear evidence of infidelity, could be interpreted in multiple ways. Maya experiences a sudden feeling of jealousy. She starts thinking: '' Why are they messaging so much? Is there something going on? Does Alex find Joan more interesting than me? Am I overreacting? '' Maya feels anxious and has an urge to check Alex's messages or ask what is happening. Maya's situation shows how an ambiguous even can become psychologically significant when interpreted as a potential threat (see Figure 1.) What is happening to Maya, and what should she do with this feeling? {{RoundBoxBottom}} Romantic jealousy is an emotional response that can arise when a person perceives a threat to a valued romantic relationship. The experience and consequences of jealousy can vary substantially across people and situations. * What is [[wikipedia:Jealousy|jealousy]]? (Discuss that romantic jealousy involves an emotional response to a perceived threat to a valued romantic relationship. The threat does not have to be real. Interpretation and perception matter) use source that gives a definition of romantic jealousy: (Karakoçoğlu & Hasdağ, 2025) * Why does jealousy vary? Individual and relationship factors may influence how people interact and respond to similar situations (Valentova et al., 2020). * Why does jealousy matter? (Jealousy can influence thoughts, emotions and behavior. The feeling alone doesn't necessarily determine behaviour. Different responses may have different consequences for romantic relationships.) research connecting jealousy with cognitive/ emotional responses, behavioural responses, relationship outcomes: (Guerrero & Andersen, 1996) and (Elphinston et al., 2013) * Why management matters Understanding jealousy may help people distinguish emotional reactions from assumptions and actions. Understanding and regulation are important steps in behaviour change (Duckworth & Gross, 2020), which works together to manage jealousy. {{RoundBoxTop|theme=1}} '''Focus questions''' * What is romantic jealousy, and how can it be understood as an emotional and motivational response? * Why does romantic jealousy occur, and why might people experience it differently? * What are the cognitive, emotional, behavioural, and relationship impacts of romantic jealousy? * How can romantic jealousy be managed in ways that support healthy functioning? {{RoundBoxBottom}} == What Is Romantic Jealousy? == Romantic jealousy is a complex psychological response to a perceived threat to a valued romantic relationship, involving interacting emotional, cognitive, and motivational processes (Sharpsteen & Kirkpatrick, 1997) * define more * jealousy isn't just a single feeling * introduce how people can interpret similar situations differently * preview sections === Defining Romantic Jealousy === Romantic jealousy can be understood, similar to regular jealousy, as a psychological response that occurs when a person perceives a threat to an important romantic relationship. * define it (what is it, what makes it romantic jealousy in particular, what is being threatened, why does the relationship need to be valued for it to be jealousy) cite: (Miller & Benz, 2013) information on jealousy * talk about perceived threat (the situation doesn't necessarily have to involve an objectively confirmed threat. establish difference between the event and situation and the jealousy) cite: (Scherer et al., 2001) * explain components (establish that jealousy may involve cognition, emotional, motivation. then say that behaviour can follow from these but isn't same as emotion) * Maya's reaction illustrates how the meaning attributed to an ambiguous event can contribute to jealousy. === Jealousy and Related Emotional Experiences === Although romantic jealousy can involve emotions such as [[wikipedia:Fear|fear]], [[wikipedia:Anxiety|anxiety]], [[wikipedia:Anger|anger]], and [[wikipedia:Insecurity|insecurity]], it should be distinguished from related psychological experiences such as [[wikipedia:Envy|envy]]. * say what jealousy generally is (a valued relationship plus a perceived threat involving another person) * envy generally is (wanting something another person has) * jealous may be accompanied by other emotions said above but they aren't necessarily interchangeable with jealousy * can cite old jealousy source from above section {| class="wikitable" |+Table 1. Distinguishing Romantic Jealousy from Related Experiences !Experience !Central Concern !Example |- |Romantic Jealousy |Perceived threat to a valued romantic relationship |Partner appears unusually close to another person |- |Envy |Wanting something another person has |Another person has a relationship you want |- |Fear/Anxiety |Anticipated or perceived threat/danger |Worry that a relationship may end |} === Is Jealousy Inherently Harmful === experiencing romantic jealousy does not necessarily mean you are experiencing a harmful relationship event or outcome. the significance of jealousy may depend partly on how the experience is interpreted and how it is expressed. * emotions don't equal behaviour (feeling jealous is not the same as acting on jealousy) * potential information/ signaling function (research if jealousy can signal perceived relationship threat, motivate attention to relationship concern, motivate relationship protective behaviour, prompt communication) cite: (Dillon, 2013) * Jealousy can prompt maladaptive responses which may include conflict, suspicion, and controlling behaviour. cite jealousy source again potentially <quiz display="simple"> {Which statement best describes romantic jealousy?: |type="()"} - It only occurs when a partner has definitely been unfaithful. - It is the same as envy. + It can involve a perceived threat to a valued romantic relationship and may involve emotional, cognitive, and motivational processes. - It always results in harmful behaviour. </quiz> == Why Does Romantic Jealousy Occur? == Romantic jealousy is unlikely to be explained by relationship events alone. Instead, the experience can come from the interaction between perceived threat, cognitive appraisal, relationship characteristics, and individual differences. * In this chapters scenario, Maya feels jealous * introduce topics discussed below === Perceived Relationship Threat and Cognitive Appraisal === A central explanation for romantic jealousy is that situations become emotionally significant when the yare appraised as threatening to a valued relationship. * A potential threat isnt automatically a psychological threat (a partner interacting with another person is not inherently jealousy provoking. the interaction becomes important when it is interpreted as potentially threatening. Threat could concern: loss of relationship, exclusivity, emotional intimacy, trust, ones sense of self worth. perceived threat cite: (Martínez-León et al., 2017) * talk about cognitive appraisal (people evaluate what an event means for their relationships, they assess if something important is at stake. they interpret significance of events. appraisal contributes to emotional response. appraisal source: (Tomaka et al., 1997) and (McEachrane, 2009) * Maya's interpretation: Alex's messages to Joan are ambiguous, however Maya interprets it as potentially threatening === Attachment and Relationship Security === Attachment theory provides one explanation for why individuals may differ in their sensitivity to relationship threat and in the ways they experience and express jealousy * introduce attachment (romantic relationship can function as important attachments, people differ in attachment related expectations about themselves and others. brief overview of styles these expectations can influence responses to relationship threat) sources about attachment (Shaver & Mikulincer, 2008) and (Sharpsteen & Kirkpatrick, 1997) again * attachment anxiety (explain the anxious attachment style, concern about rejection or abandonment may increase sensitivity to relationship threat. avoidant partner behaviour be made more salient. this attachment stle can contribute to stronger jealousy) cite: (Campbell & Marshall, 2011) * avoidant attachment style (avoidance may also shape jealousy, may influence expression or management of jealousy differently. individual difference isnt about more or less jealousy) cite: (Bartholomew, 1990) (very small section) * case study: Mayas attachment related expectations could influence how sensitive she is to ambiguous relationship === Relationship Context and Uncertainty === jealousy is also shaped by characteristics of the relationship and immediate context, particularly when information about the relationship or a potential rival is uncertain. * uncertainty (people may be uncertain about where their relationship stands, how committed their partner is, what boundaries exist, what a partners behaviour means. uncertainty can make unclear information harder to interpret. cite: (KNOBLOCH et al., 2001) * relationship factors like intimacy, commitment, trust, relationship satisfaction, perceived exclusivity, communication clarity, shape jealousy. * context of relationship shapes reactions (interactions, transitions, perceptions about rivals, previous breaches of trust, digital communication) context determines what information is available and how ambiguous that information may be. * any recent conflict, unclear boundaries, and uncertainty could make Alex's messages to Joan feel more threatening. jealousy cannot be explained only by internal trait. relationship situation itself matters. === Individual Differences === beyond attachment and relationship characteristics, individual differences can influence how strongly people perceive and respond to potential romantic threats. lightly talk about some or all (?) * individual differences such as self-esteem, rejection sensitivity, previous relationship experiences and personality may influence sensitivity to perceived relationship threat and responses to jealousy. * self esteem * previous relationship experiences * rejection sensitivity * personality tendances * these things may increase sensitivity to threats or how situations are interpreted === Integrated Explanations === {{RoundBoxTop|theme=3}} ; Scenario Maya sees the same message from Alex to Joan in two different circumstances Scenario A: Maya feels secure in her relationship and knows how Alex has openly discussed the friendship. Scenario B: Maya and Alex recently experienced conflict and have not discussed relationship boundaries.{{RoundBoxBottom}} <quiz display="simple"> {Why might the same message produce different levels of jealousy?: |type="()"} - The message automatically created jealousy. - Jealousy depends only on personality. + The meaning of the message may be shaped by appraisal, relationship security and contextual uncertainty. - One person must be irrational. </quiz> [[File:Relationship event.png|thumb|Figure 2. Model of romantic jealousy going from event, to appraisal, to emotional and behavioral responses]] taken together, the evidence suggests that romantic jealousy is best understood as an interaction between relationship circumstances, perceived threat, cognitive appraisal and individual characteristics rather than just as the product of a signal cause. *Different explanatory perspectives may operate at different levels of the same psychological process. Appraisal theory may explain how a situation becomes psychologically threatening. attachment theory helps explain why people may differ in their expectations and sensitivity to relationship threat. Individual differences explains why people facing similar circumstances may nevertheless respond differently. *add figure * add learning feature * feature box * quiz: == What Are the Impacts of Romantic Jealousy? == Once romantic jealousy is experienced, it can influence how people think, feel and behave, with consequences that may extend beyond the individual to the relationship itself. * connect back to last section * say jealousy doesn't produce one universal outcome * consequences depend partly on how jealousy is experiences and responded to (can have adaptive responses and harmful responses) * briefly overview subheadings (don't know if i need a source here, as i am being general, maybe i can just reuse a source about jealousy having impacts in general from above ) === Cognitive Impacts === Romantic jealousy can influence cognitive processing by increasing attention to potential relationship threats and shaping how individuals interpret ambiguous information about their partner and relationship. * cognitive jealousy is what you think/ suspect cite (Leite et al., 2024) * jealousy can heighten attention towards relationship information, people may be focused on factors mentioned above (rival, behavior, signs of rejection, evidence confirmation or contradiction) * interpretation of ambiguous information (a partner talking closely with someone else does not automatically show romantic interest, but someone experiencing strong jealousy may interpret ambiguous information through the lens of a perceived threat. possible negative assumptions, suspicion, threat focused) cite (Brenner, 2018) * repetitive thinking and information seeking (rumination, repeatedly thinking about threat, checking for evidence, mental replaying) reuse (Elphinston et al., 2013) for rumination * cognitive effects (effects on thoughts) explain that appraisal can continue after jealousy is experienced, with attention, interpretation, and rumination becoming focused on relationship relevant information, which can influence their emotional and behavioural responses. === Emotional Impacts === The emotional impact of romantic jealous can extend beyond the experience of jealousy itself, with individuals potentially experiencing anxiety, fear, anger, sadness, or insecurity in response to perceived relationship threat. * jealousy can involve multiple emotional experiences (it can co-occur with other emotions, different people can experience this differently, and may experience multiple emotions at the same time) cite (Guerrero et al., 2005) * emotional intensity can vary (the intensity of emotional experiences may be related to context, uncertainty, threat, individual differences discussed before) * emotional distress (intense or persistent jealousy may contribute to emotional distress) cite (Bush et al., 1988) * emotion isn't automatically dysfunctional (unpleasant emotions can still serve psychological functions and draw attention to something important, therefore feeling jealousy does not automatically mean the person or relationship is unhealthy) cite (Attridge, 2013) as established earlier, experiencing an unpleasant emotion does not necessarily make the emotion dysfunctional. === Behavioural Responses === The experience of jealousy does not create a single behavioural response. Individuals may respond through constructive communication and relationship maintenance, or through behaviours that increase conflict, control or harm. * jealousy can motivate action (emotions can motivate behaviours, jealousy signals that relationship may be threatened so people may be motivated to respond.) cite (Fiske, 2002) * as established earlier, jealousy does not determine a single behavioural respons * constructive responses (jealousy can be followed by constructive behaviours link communicating feelings, discussing expectations, seeking reassurance, setting boundaries, and getting clarification. these constructive responses may allow someone to respond to an underlying concern without escalating the situation) maybe use (Attridge, 2013) again * less constructive responses ( MAY cause rumination, monitoring, accusations, withdrawal, testing partner, restrictive behaviour on partner.) cite (Yoshimura, 2004) * these behaviours can lead into more harmful behaviours. {{RoundBoxTop|theme=3}} ; Scenario Maya sees Alex talking closely with Joan at a work party. She experiences jealousy. Response A: Maya notices that she feels threatened, pauses before responding, and later tells Alex that the interaction makes her feel insecure. They discuss what happened. Response B: Maya becomes angry, repeatedly checks Alex's phone and accuses him of being unfaithful. {{RoundBoxBottom}} <quiz display="simple"> {Which statement best explains the difference between Maya's two responses?: |type="()"} - Jealousy was only present in response B. - constructive responses require people to suppress jealousy. + The emotional experience is similar, while the behavioural response differs. - Jealousy always produces controlling behaviour. </quiz> === Relationship Consequences === Because romantic jealousy occurs withing an interpersonal relationship, its consequences can extend beyond the individual to influence communication, trust, satisfaction and relationship stability. * communication (can prompt constructive typos and less constructive types. the effects depend partly on how the jealousy is communicated) * trust (jealousy related suspicion and monitory can be related to lower trust in relationships) can use source about what jealousy is, maybe (Karakoçoğlu & Hasdağ, 2025) again * relationship satisfaction (problematic jealousy with jealousy related behaviours and poorer relationship quality) cite (Elphinston et al., 2013) again jealousy may prompt behaviours intended to maintain or protect eh relationship, or it may prompt behaviours that can harm trust and communication. therefore, relationship consequences depend not only on whether jealousy occurs, but on how it is interpreted and expressed === When Can Jealousy Be Harmful? === romantic jealousy becomes particularly concerning when it is intense, persistent or difficult to regulate, especially when it is expressed through behaviours that undermine autonomy, wellbeing, trust, or relationship functioning. * intensity cite maybe (Bush et al., 1988) (response proportionate to situation and if it overwhelms a persons ability to respond effectively, can determine if jealousy can be harmful) * persistence (does jealousy resolve after the concern is address or does it continue, and does the person remain preoccupied with perceived threat) * behavioural expression (the presence of jealousy is not enough to label a relationship unhealthy, but the behavioural expression and consequences of jealousy are important factors to investigate. * impact on wellbeing (emotional distress, conflict, loss of trust, harm to both partners) cite (Mindful Health Solutions, 2023) * jealousy exists on a continuum, so problematic jealousy is better understood in terms of pattern, intensity, regulation, expression, and consequences. effective management of jealousy should not necessarily involve eliminating the emotion, but it may involve recognising the emotion, evaluating the perceived threat, and choosing responses that support individual and relationship wellbeing. == How Can Romantic Jealousy Be Managed? == managing romantic jealousy involves more than suppressing an uncomfortable emotion. individuals can benefit from recognising their emotional response, evaluating the perceived threat and choosing responses that support both personal wellbeing and relationship functioning. jealousy can produce multiple emotional and behavioural responses, therefore, management needs to occur at several points in the process. === Recognising the Emotional Response === the first step in managing jealousy is recognising and acknowledging the emotional response without automatically treating the feeling itself as evidence that the perceived threat is real. * identify the emotion (jelaosy may come with a mixture of uncomfortable emotions. the person needs to be able to recognise tha thtey are feeling jealous adn but not that it must mean that their partner is doing something wrong) cite (Szczygieł et al., 2012) * validate the emotion without validating the interpretation (acknowledging the emotion is real does not mean assuming that the interpretation producing it is accurate. for example, Maya can genuinely feel jealous without that meaning that Alex has actually been unfaithful * cite (Leahy & Tirch, 2008) distinguishes between experiencing jealousy and acting on it === Evaluating the Perceived Threat === after recognising jealousy, individuals can evaluate whether the perceived threat is supported by available evidence rather than assuming that the emotional response itself confirms the threat. [[File:Relationship event (1).png|thumb|Figure 3. Maya's progression of thoughts on situation]] * cognitive appraisal (acknowledge cognitve appraisal and bring back information from previous section, the person can ask themself what why and how things are happening in their mental processes) appraisal source: (Tomaka et al., 1997) and (McEachrane, 2009) * distinguish evidence from assumption (figure 3. these are three different things, and jealousy can become more difficult to manage when interpretations and predictions are treated as facts. * consider uncertainty (sometimes there genuinely isn't enough information, so management may include tolerating some uncertainty rather than attempting to eliminate it through repeated checking or reassurance seeking) bring back source with (Brenner, 2018) about uncertainty bring jealousy * avoid turning evaluation into surveillance (healthy evaluation involves reflection and open communication but does not mean checking phones, monitoring, tracking, or interrogating) === Communication and Relationship Management === when jealousy concerns the relationship itself, constructive communication can allow partners to clarify expectations, discuss boundaries and address concerns without treating jealousy as justification for controlling behaviour. * communicate emotion not accuse (an accusation looks like 'you are obviously flirting with her' proper communication looks like ' i noticed that i felt uncomfortable and insecure when i saw that interaction and id like to talk about it' important to communicate the experience and avoid assuming intent) * discuss relationship boundaries (partners may have different expectations about friendships, flirting, social media, and exclusivity. there isn't one universal relationship boundary. relationship management involves negotiating expectations rather than assuming that partners automatically share the same rules. * communication should not become control (feeling jealous does not create an entitlement to restrict a partners autonomy) cite (Young et al., 2019) * maya can communicate ' i feel threatened by what i saw, can we talk about what our expectations are' === Emotion Regulation === [[File:Emotional regulation flowchart.pdf|thumb|Figure 4. Emotional regulation flow chart]] emotion regulation can help individuals manage the intensity of jealousy and its associated emotions, creating space to choose responses that are consistent with their longer term relationship goals. * regulation is not suppression (suppression is 'i shouldn't feel this' regulation is 'i am feeling this but i can still decide how i respond) cite (Gross, 2008) * add mindfulness (mindfulness supports emotional awareness) (maybe don't keep or keep short) * cognitive reappraisal (lightly reconnect to previous sections about rethinking meanings of situations cognitively) * behavioural pause (when emotional arousal is high, taking time before communicating can help prevent impulsive behaviour) Figure 4 * align regulation with relationship goals (what does the person ultimately want, potential goal is to protect the relationship, then which response is most likely to move toward that goal) === When the Threat is Real === managing jealousy does not require dismissing every perceived threat as irrational. when evidence indicates a genuine relationship problem, appropriate management involves addressing the underlying issue rather than simply regulating the emotion away. * sometimes the perceived threat is real ( a partner could be violating a boundary, there may be infidelity, deception, repeated inappropriate behavior or a breakdown in trust) cite (Fincham & May, 2017) * emotional regulation doesn't mean tolerating mistreatment (if a persons jealousy is responding to genuine evidence of betrayal or boundary violation, simply telling them to 'manage their jealousy' could cause them to miss the underlying relationship problem) * communicate and negotiate (if threat is real discuss what happened, clarify boundaries, communicate needs, decide what changes are necessary and determine if trust can be repaired,) cite (Abrahamson et al., 2011) * decide what is within ones control (you cant control your partners choices, but you can control how you respond) * professional support (when jealousy becomes persistent, severe, highly distressing, associated with controlling or aggressive behaviour, or is severely impairing relationship functioning, professional psychological support may help) effective management requires both emotional regulation and accurate threat detection. {{RoundBoxTop|theme=3}} ; Scenario Maya has talked to Alex about what she saw on his phone. Alex explains that Joan was just a work friend and there was no romantic relationship. {{RoundBoxBottom}} <quiz display="simple"> {Maya still feels jealous; Which response best reflects the approach described above?: |type="()"} - Suppress the jealousy because the threat has been disproven. - Check Alex's phone until Maya feels completely certain. + Acknowledge the emotion, consider the evidence, tolerate some uncertainty and choose a constructive response. - Assume that feeling jealous must mean something is wrong. </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[wikipedia:Cognitive_appraisal|Cognitive appraisal]] (Wikipedia) * [[wikipedia:Emotional_self-regulation|Emotional self regulation]] (Wikipedia) * [[Motivation and emotion/Book/2026/Love styles and relationships|Love styles and relationships]] (Wikiversity) * [[wikipedia:Threat|Threat]] (Wikipedia) ==References == {{Hanging indent|1= Abrahamson, I., Hussain, R., Khan, A., & Schofield, M. 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Journal of Social and Personal Relationships, 36(11–12), 3986–4004. https://doi.org/10.1177/0265407519846565 }} ==External links== * [https://www.apa.org/topics/emotions Emotions] (American Psychological Association) * [https://www.apa.org/topics/marriage-relationships/healthy-relationships Happy couples] (American Psychological Association) * [https://services.unimelb.edu.au/counsel/resources/relationships/intimate-relationships Intimate relationships] (University of Melbourne) * [https://www.apa.org/topics/marriage-relationships Marriage and relationships] (American Psychological Association) * [https://www.apa.org/topics/physical-abuse-violence/relationships-dating-love-sex Violence in relationships] (American Psychological Association) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Jealousy]] s8jmgr2855ug1y9qceea3psh4d86yt3 2 331170 2829270 2824594 2026-08-29T01:01:56Z U3279062 3106301 added discussion link 2829270 wikitext text/x-wiki == About Me == Hi, I am Kayla! I am a third-year psychology student completing a double degree in Psychology and Global Studies. I am interested in psychology because I enjoy learning about the world around me and the ways psychology can connect to and inform many different areas of study. I am particularly interested in communication, learning, and abnormal psychology, although I am curious about psychology as a whole and enjoy exploring the different areas it has to offer. As I continue through my degree, I am hoping to build on the knowledge and skills I have developed so far and become more confident in applying them. I am especially interested in developing my communication skills and learning how to connect and collaborate with others in the field. Research method and statistics have defiantly been challenging at times, my experiences with Jamovi were initially a little intimidating! but they have also encouraged me to step outside my comfort zone and continue to develop my research skills. I am still figuring out exactly what career path I would like to pursue. Studying Psychology alongside Global Studies has given me the opportunity to explore different perspectives and possibilities, but I know that I would like psychology to be part of my future career in some way. Outside of university, I enjoy reading, drawing and painting, and gaming. I would describe myself as curious and open-minded, and I like approaching psychology with a willingness to learn and consider different perspectives. I am also looking forward to the social side of learning. I am friendly and open to connecting with classmates, sharing ideas, and learning from other peoples experiences. I hope this Wikiversity space can be an opportunity not only to develop academically, but also to make connections with others who are interested in psychology and learning together. Thank you for visiting! == Book Chapter I'm Working On == Here is the link to the chapter I am working on: [[Motivation and emotion/Book/2026/Romantic jealousy]] == Social Contributions and Discussions == Here are links to discussion posts I have created, or participated in: https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455064 https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455468 https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345?entry_id=806021 https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804351 https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456676 https://uclearn.canberra.edu.au/courses/20143/discussion_topics/458145 Here are links to direct wiki edits: https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026/Attachment_styles_and_relatedness_motivation&diff=prev&oldid=2824585 Here are links to wiki discussions: [[Talk:Motivation and emotion/Book/2026/Parental motivations for homeschooling#c-U3279062-20260823083200]] ciq48wj3p8zkcp8dzr8p4qiasortp8w 2829271 2829270 2026-08-29T01:18:54Z U3279062 3106301 edited links 2829271 wikitext text/x-wiki == About Me == Hi, I am Kayla! I am a third-year psychology student completing a double degree in Psychology and Global Studies. I am interested in psychology because I enjoy learning about the world around me and the ways psychology can connect to and inform many different areas of study. I am particularly interested in communication, learning, and abnormal psychology, although I am curious about psychology as a whole and enjoy exploring the different areas it has to offer. As I continue through my degree, I am hoping to build on the knowledge and skills I have developed so far and become more confident in applying them. I am especially interested in developing my communication skills and learning how to connect and collaborate with others in the field. Research method and statistics have defiantly been challenging at times, my experiences with Jamovi were initially a little intimidating! but they have also encouraged me to step outside my comfort zone and continue to develop my research skills. I am still figuring out exactly what career path I would like to pursue. Studying Psychology alongside Global Studies has given me the opportunity to explore different perspectives and possibilities, but I know that I would like psychology to be part of my future career in some way. Outside of university, I enjoy reading, drawing and painting, and gaming. I would describe myself as curious and open-minded, and I like approaching psychology with a willingness to learn and consider different perspectives. I am also looking forward to the social side of learning. I am friendly and open to connecting with classmates, sharing ideas, and learning from other peoples experiences. I hope this Wikiversity space can be an opportunity not only to develop academically, but also to make connections with others who are interested in psychology and learning together. Connect with me on [https://www.linkedin.com/in/kayla-hill-316378421/ LinkedIn] Thank you for visiting! == Book Chapter I'm Working On == Here is the link to the chapter I am working on: [[Motivation and emotion/Book/2026/Romantic jealousy|Romantic Jealousy]] == Social Contributions and Discussions == Here are links to discussion posts I have created, or participated in: # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455064 Class connect- sharing LinkedIn profiles] # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455468 Space for topic development questions] # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345?entry_id=806021 'How do you motivate yourself?' answer] # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804351 'What do you really want to learn about?' answer] # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456676 Book chapter hub] # [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/458145 Use of AI question] Here are links to direct wiki edits: # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026/Attachment_styles_and_relatedness_motivation&diff=prev&oldid=2824585 Attachment style and relatedness edit] Here are links to wiki discussions: # [[Talk:Motivation and emotion/Book/2026/Parental motivations for homeschooling#c-U3279062-20260823083200|Parental motivations for homeschooling discussion]] e0scwkq148pmr8596md9aanhn52ewee 0 331201 2829407 2826057 2026-08-29T11:01:42Z Jtneill 10242 Copyediting 2829407 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin (see figure 1). After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small adjustments in confidence and perceived value can influence engagement, making everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how they can be applied in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == Expectancy-value theory == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|Figure 2. Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] * Introduce Eccles & Wigfield (2002) and explain that expectancy-value theory (EVT) was developed within achievement motivation research, focusing on how students’ expectations for success and the value they place on tasks influence their motivation and choices (see Figure 2). * Eccles and Wigfield (2000, 2002) describe expectancy-value theory as a major explanation of achievement motivation. The theory proposes that people are motivated when they believe they can succeed at a task and when they see the task as worthwhile. For example, a student is more likely to study for a maths test if they feel confident in their ability and if the test seems important, enjoyable, or useful. * Outline the key components of expectancy-value theory by explaining that motivation is shaped by two main factors: a person’s expectations for success and the value they attach to the task. Expectations reflect beliefs about one’s ability to perform well, while task value captures how important, enjoyable, or useful the activity feels. Together, these factors influence the choices students make and the effort they invest. * Although EVT is widely used in educational motivation research, scholars have noted several limitations. Pintrich (2003) argues that the theory places too much emphasis on rational decision-making and does not fully account for the emotional and social factors that influence student motivation. Other researchers highlight that EVT provides limited explanation of how expectancies and values develop over time or why they differ between students (Flake et al., 2015). These critiques suggest that EVT may not fully capture the complexity of real-world motivation. As shown in Table 1, expectancy-value theory consists of five core components that influence students’ motivation. '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;" | Component ! style="background:#B3BBE4;" | Definition ! style="background:#B3BBE4;" | Example in education |- | style="background:#CEEEF4;" | '''Expectancy''' | style="background:#CEEEF4;" | Belief about ability to succeed | style="background:#CEEEF4;" | "I can pass this exam if I study." |- | style="background:#CEEEF4;" | '''Intrinsic value''' | style="background:#CEEEF4;" | Enjoyment or interest in the task | style="background:#CEEEF4;" | "I enjoy learning psychology." |- | style="background:#CEEEF4;" | '''Utility value''' | style="background:#CEEEF4;" | Usefulness for future goals | style="background:#CEEEF4;" | "This unit is required for my degree." |- | style="background:#CEEEF4;" | '''Attainment value''' | style="background:#CEEEF4;" | Importance to identity | style="background:#CEEEF4;" | "Being good at maths matters to me." |- | style="background:#CEEEF4;" | '''Cost''' | style="background:#CEEEF4;" | Negative aspects of engagement | style="background:#CEEEF4;" | "This assignment is stressful and time-consuming." |} ==How do social-cognitive models explain educational motivation?== {{expand}} === Expectancy beliefs === * Expectancy beliefs refer to students’ judgments about how capable they are of successfully performing a task. In social cognitive models, these beliefs are central because they strongly predict academic choices, effort, and persistence. Eccles and Wigfield (2002) emphasise that expectancies for success are shaped by students’ prior achievement, self-concept, and perceptions of task difficulty. When students believe they can succeed, they are more likely to engage with learning activities and persist through challenges. * Introduce Bandura (1997), Pajares (1996), and Schunk and Pajares (2009) as key social cognitive researchers who demonstrate that expectancy beliefs strongly predict students’ effort, persistence, and academic performance. * Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, persist through challenges, and choose activities that support academic growth. This shows how social cognitive models account for differences in motivation across students with similar abilities. * Expectancy beliefs have been critiqued for focusing heavily on cognitive judgements and underestimating emotional and contextual influences on motivation. Research shows that confidence alone does not fully explain student engagement, particularly when anxiety, stress, or classroom climate reduce their willingness to participate (Pajares, 1996; Bandura, 1997). === Task value === * Introduce Eccles and Wigfield (2000, 2002) by explaining that task values describe how important, enjoyable, or useful students perceive a learning activity to be. * Eccles and Wigfield (2000, 2002) explain that task values include intrinsic value (enjoyment), utility value (usefulness), attainment value (importance), and cost, which refers to the perceived negative aspects of engaging in a task. These values shape how worthwhile students believe a learning activity is. * Research shows that students are more motivated when they find a task enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also increases motivation, with studies demonstrating that students work harder when they believe a task will support their future goals (Hulleman & Harackiewicz, 2009). * More recent work highlights the importance of cost, showing that high perceived effort, anxiety, or time demands can reduce motivation even when other values are high (Flake et al., 2015). This demonstrates that negative perceptions can undermine engagement despite strong intrinsic or utility value. * Task values help explain educational motivation because students are more likely to engage with learning activities, they find enjoyable, important, or useful. This shows how social cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. * Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, which makes it challenging to distinguish them clearly (Flake et al., 2015; Eccles, 2005{{ic|Use alphabetical order}}). Table #. Table caption goes here {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Whats happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The renaissance of cost'''<br> While early EVT research focused heavily on confidence and utility, contemporary studies increasingly emphasise the cost component. Recent work shows that psychological strain, performance anxiety, and time investment, captured across multidimensional cost categories such as effort, emotional strain, and opportunity costs, can meaningfully undermine high task values in demanding subjects like mathematics (Flake et al., 2015; Perez et al., 2014; Gaspard et al., 2015).<br> '''Real time and dynamic motivation'''<br> Motivation is now often viewed as a shifting, context-sensitive process rather than a static mindset. Recent studies show that students’ values and expectancies vary across lessons and classroom environments, influenced by factors such as perceived support, peer interactions, and task characteristics, which aligns with EVT’s emphasis on how beliefs and values develop within specific learning contexts (Eccles & Wigfield, 2020; Lazarides & Raufelder, 2017; Dietrich et al., 2017).<br> '''Utility value interventions'''<br> Rather than a static mindset, academic motivation is increasingly understood as a dynamic, context-sensitive process. Grounded in contemporary situated expectancy-value theory (SEVT), empirical evidence demonstrates that students’ expectancies for success and task values show meaningful micro-fluctuations across days, lessons, and distinct learning spaces (Eccles & Wigfield, 2020; Dietrich et al., 2017). These real-time shifts are shaped by immediate environmental inputs, including classroom climate, peer dynamics, and specific task designs (Lazarides & Raufelder, 2017).<br> '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == * Strengthening expectancy beliefs: EVT can enhance motivation by increasing students’ expectancy beliefs through clear feedback, modelling effective strategies, and providing structured support that builds confidence in their ability to succeed (Bandura, 1997; Schunk & Pajares, 2009). * Enhancing task values: Teachers can increase task values by emphasising the relevance, usefulness, and personal meaning of learning activities, helping students connect academic tasks to future goals and real‑world applications (Eccles & Wigfield, 2002; Hulleman & Harackiewicz, 2009). * Reducing perceived cost: EVT can be applied by reducing perceived cost, such as anxiety, workload pressure, or time demands, through supportive classroom climates, manageable task structures, and opportunities for autonomy (Flake et al., 2015). * A practical example of EVT in educational settings is the utility‑value intervention, where students reflect on how a learning task connects to their personal goals or future plans. This approach has been shown to boost motivation and academic performance, particularly for students with lower initial expectancy beliefs (Hulleman & Harackiewicz, 2009). * A critique of applying EVT in classrooms is that increasing task values or expectancy beliefs may not be effective if students face structural barriers such as poor teaching quality, limited resources, or high stress. EVT interventions can also be difficult to sustain over time without consistent support (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component {{ic|of what?}} reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost </quiz> </div> |} ==Conclusion== • Expectancy beliefs play a central role in educational motivation by shaping students’ confidence in their ability to succeed, influencing effort, persistence, and engagement (Eccles & Wigfield, 2002). • Task values determine how important, interesting, or useful a learning activity feels, guiding students’ willingness to invest time and energy in academic tasks (Wigfield & Eccles, 2000). • Expectancy-value theory shows that motivation increases when students believe they can succeed and when they view tasks as meaningful, relevant, or aligned with personal goals (Eccles & Wigfield, 2020). • Applying EVT in educational settings involves strengthening both expectancy beliefs and task values through supportive feedback, meaningful learning activities, and reduced perceived cost (Hulleman & Harackiewicz, 2009; Flake et al., 2015). • Together, these components provide a practical framework for understanding and improving student motivation in everyday classroom contexts (Eccles & Wigfield, 2002). {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Further take home messages to be added to this feature box as the book chapter develops |} == See also == {{ic|Use bullet-points per Tutorial 2}} [[Achievement motivation]] (Book chapter 2011) [[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) [[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) [[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == {{ic|Use bullet-points per Tutorial 2}} {{ic|Use alphabetical order}} [https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) [https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) ==References== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53–64. https://doi.org/10.1016/j.learninstruc.2016.10.009 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Gaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/10.1037/edu0000003 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329. Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' Key components of expectancy-value theory and their relevance to educational motivation. {| class="wikitable" style="margin: auto;" |- ! Component !! Definition !! Example in education |- | '''Expectancy''' || Belief about ability to succeed || "I can pass this exam if I study." |- | '''Intrinsic value''' || Enjoyment or interest in the task || "I enjoy learning psychology." |- | '''Utility value''' || Usefulness for future goals || "This unit is required for my degree." |- | '''Attainment value''' || Importance to identity || "Being good at maths matters to me." |- | '''Cost''' || Negative aspects of engagement || "This assignment is stressful and time-consuming." |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == *Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Motivation]] bki3ea65hg8tx3sqpzpab4j3jiyvzzn 2 331218 2829268 2827056 2026-08-29T00:59:14Z Jtneill 10242 2829268 wikitext text/x-wiki == About Me == I am a military veteran, working to complete a Bachelor of Science in Psychology as part of a lifelong approach to learning. After a military career working with people around the world on a spectrum of operations, I wanted to better understand the human dimension and the science behind what makes us all tick. Along the way, I want to give back to the community where I can. I have an interest in veterans' PTSD, advocacy and international affairs. == Book Chapter == [[File:PTSD.png|left|thumb|250x250px|'''Figure 1.''' PTSD can have a deep and lasting impact on our emotions.]] I am writing a book chapter titled [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] This chapter is an individual student contribution as part of a larger [https://www.canberra.edu.au/ University of Canberra] class effort in 2026 to write a book [[Motivation and emotion/Book]]. The 2026 book extends a Wikiversity book series started in 2010, with over 1,800 online book chapters on how psychological science can improve human lives. The book editor and University psychology unit convener is [[User:Jtneill|Dr. James Neill]] {{clear}} == Social Contributions == # '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Defence mechanisms and emotion regulation. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FDefence_mechanisms_and_emotion_regulation&diff=2822629&oldid=2763661 # '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Neurodivergence and trauma. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeurodivergence_and_trauma&diff=2822636&oldid=2812805 # '''19 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Incentive theory of motivation. Edits at<nowiki/>https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FIncentive_theory_of_motivation&diff=2822844&oldid=2814898 # '''19 Aug 26:''' UC Canvas Discussion: Introduced the book chapter intent to the class and welcomed anyone with sim<nowiki/>ilar topics or interests to contribute. I offered the same. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456450 # '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f<nowiki/>or a Chapter page. [[Talk:Motivation and emotion/Book/2026/Perfectionism and procrastination#Reference material]] # '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f<nowiki/>or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Irritability#Reference material]] # '''22 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Mental health in astronauts. Edits at [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&diff=2824159&oldid=2804667 ht]<nowiki/>[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&diff=2824159&oldid=2804667 tps://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&diff=2824159&oldid=2804667] # '''25 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f<nowiki/>or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Feedback literacy#Reference]] # '''25 Aug 26''': UC Canvas Discussion: Responded to student topic query.[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 https://uclearn.canberra.edu.au/courses/201]<nowiki/>[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 43/discussion_topics/457190] # '''26 Aug 26:''' Comment: Supported another Wiki user by providing some external link ideas for a Chapter page.[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|Talk]]<nowiki/>[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|:Motivation and emotion/Book/2026/Dark empathy#Reference]] # '''26 Aug 26: UC Canvas Discussion:''' Responded to student topic query with data from a Random Game of Dice scenar<nowiki/>io.https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457412 # '''27 Aug 26:''' Wiki thanks and editing conversation: [[User talk:Jtneill#Punctuation change in book title]] lcy0rm9gpnpce34jbrxp0ov7f6ahdus 1 331238 2829269 2824268 2026-08-29T01:01:20Z Jtneill 10242 Topic development feedback 2829269 wikitext text/x-wiki ==Vermetten image== {{ping|StretchBeyond}} You noted that "(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James." : If you can download the image, it can then be uploaded to [[commons:]] and embedded on Wikiversity. However, there is a catch. The license is CC-NC (Non-commercial) which restricts re-use. Wiki Commons only accepts media which are unrestricted for re-use (e.g., public domain or creative commons attribution). Unfortunately, this image couldn't, for example, be re-used in private enterprise. You could potentially create your own image inspired by the original, and then you own the copyright to that image and can upload/embed it. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:21, 18 August 2026 (UTC) :Thank you. Based on what your advised yesterday, I have had an attempt at integrating some journal concepts into a graphic that I generated with Microsoft CoPilot. I have embedded it into my article now and referenced it in the caption, but I can't get the caption to be visual on the front page. I'm still struggling with how to manipulate figures and boxes, as the edits are not intuitive. [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 08:34, 19 August 2026 (UTC) : Well done! Hopefully, [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FImmersive_therapy_for_PTSD_treatment&diff=2823045&oldid=2823035 this] did the trick. The images are clickable through to the licensing etc., so those details don't need to be in the caption. After a while it will probably make sense to use "edit source" which gives more editing control. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:51, 19 August 2026 (UTC) ::Thank you. I'll have some questions on this stuff tomorrow. [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 08:55, 19 August 2026 (UTC) == Strong topic development == Just leaving some feedback, as this topic development chapter is genuinely excellent. The theory, mechanisms, and research evidence are integrated at a very high level, and the immersive therapy examples are clear and engaging. It’s one of the strongest drafts I’ve come across. The structure and flow are exceptionally strong, especially for a topic development stage. [[User:StudentUC2026|StudentUC2026]] ([[User talk:StudentUC2026|discuss]] • [[Special:Contributions/StudentUC2026|contribs]]) 10:22, 22 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Heading structure --> <!-- 2-level --> # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Remove links and citations from headings # This chapter is likely to exceeed the maximum word count, so consider truncating preliminary material <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Very good # Consider providing a compelling real-life or fictional scenario; costs could be cited in subsequent sections # Consider abbreviating the problem description and moving detail into subsequent sections # Reduce overcapitalisation; APA is a down-style: https://www.google.com.au/search?q=capitalization+site%3Aapastyle.apa.org <!-- Style --> # Use 3rd person point of view for focus questions <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Key points are well developed for each section # Prelminary material (e.g., "Why is emotional processing important in PTSD?") will likely need to be abbreviated or removed to allow the chapter to concentrate on answering "How does it work and what are the effects?" within the maximimum word count <!-- Theory and research --> # Promising balance of theory and research <!-- Conclusion --> # Conclusion is well underway # Concentrate on answering the focus questions |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies # Keep scenarios brief <!-- Quiz --> # Promising use of quiz question(s) # Keep quiz questions brief and embed them in the most relevant sections <!-- Tables --> # Promising use of table(s) # Table 1 is probably overly detailed; consider how to simplify |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## Good ## See in-text comment <!-- External links --> # External links ## Good ## See in-text comment |9= <!-- User page --> # Excellent <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Outstanding – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:00, 29 August 2026 (UTC) izyv27sc6ui15gfhlyncb9s1lv1sw6n 0 331243 2829118 2824206 2026-08-28T14:48:14Z NDM2024 2984088 2829118 wikitext text/x-wiki The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. '''Steering Committee ('''to be adjusted''') :''' Christian Acheampong, MBA, Director of John Snow Pre-diabetes Institute. Olaf Jensen, PhD, MD, MPH, Vice director o147248@gmail.com ; Nailet Delgado Mujica, Ing. M.Sc. Vice director: Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. ------------- '''Design of the project''' (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1)References 1. Health of the Danes https://www.danskernessundhed.dk/ '''Strengths of the design''' • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers• The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics, • The International Maritime Health Associtation (IMHA), • the Filippine Maritime Health Association '''Objectives''' • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. '''Data content''' Random samples of data extracted from the routine maritime health examinations in specified calendar periods. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese '''Blood-sugar-Measurements''' Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. '''<br /> '''Use of the data for prevention''' To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. '''Type of study •''' International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. '''Populations sources''' The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers '''Data collection''' Retrospectively, the study uses secondary data obtained from existing routine medical examinations but can also collect new research-specific measurements prospectively. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program '''Ethics and data governance Need for ethics review.''' This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. '''Ethical framework and legal compliance.''' The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. '''Consent and participant rights.''' Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. '''Long-term follow-up and record linking.''' Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. '''Where will data be stored.''' Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. '''Who can access the data.''' Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. '''Data sharing, retention, and destruction.''' Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. '''Risk management and oversight.''' The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. '''Exclusion Criteria''' • Inability to provide informed consent • Expressed no-interest to participate '''The primary outcomes include''' • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. '''Statistical analysis plan''' ''1. Data preparation'' Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. ''2. Descriptive statistics'' Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. These data is presented in age- and gender groups. ''3. Prevalence estimates'' Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. ''4. Group comparisons'' Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. ''5. Trend analysis over time'' If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. ''6. Prediabetes remission program analysis'' Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. ''7. Multivariable analysis'' Logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. ''8. Missing data'' Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. ''9. Statistical significance'' Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario '''INFORMED CONSENT FORM''' International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ 0xb58flqxzt0rd58wyvbqpgiqfa31az 1 331271 2829055 2822948 2026-08-28T12:23:20Z Tofu05 3106606 /* Question about your topic and internal link */ new section 2829055 wikitext text/x-wiki ==Why do love styles even matter?== I would be curious to know why love styles even matter? Sincerly, --[[User:U3246588|U3246588]] ([[User talk:U3246588|discuss]] • [[Special:Contributions/U3246588|contribs]]) 04:07, 19 August 2026 (UTC) == Question about your topic and internal link == Hi! I’m working on my chapter about emotional flooding in relationships, and I noticed your topic is “Love styles and relationships: How do love styles influence relationship satisfaction and stability?” I’m looking at how individual relationship characteristics may influence emotional flooding, so I think there could be a useful connection between our topics as I also make small mentions of and have researched about love styles and relationship satisfaction. I was wondering if you think you’ll discuss how love style differences can affect conflict or emotional responses between partners? Also, would you be okay with me linking your chapter as an internal Wikiversity resource in my chapter under “see also”? I’d link to your page directly and credit it as a related book chapter too. Thank you! [[User:Tofu05|Tofu05]] ([[User talk:Tofu05|discuss]] • [[Special:Contributions/Tofu05|contribs]]) 12:23, 28 August 2026 (UTC) oe4y1rrl4kv5ko6v6rx5ctum2c159su 2829383 2829055 2026-08-29T07:38:43Z Jtneill 10242 Topic development feedback 2829383 wikitext text/x-wiki ==Why do love styles even matter?== I would be curious to know why love styles even matter? Sincerly, --[[User:U3246588|U3246588]] ([[User talk:U3246588|discuss]] • [[Special:Contributions/U3246588|contribs]]) 04:07, 19 August 2026 (UTC) == Question about your topic and internal link == Hi! I’m working on my chapter about emotional flooding in relationships, and I noticed your topic is “Love styles and relationships: How do love styles influence relationship satisfaction and stability?” I’m looking at how individual relationship characteristics may influence emotional flooding, so I think there could be a useful connection between our topics as I also make small mentions of and have researched about love styles and relationship satisfaction. I was wondering if you think you’ll discuss how love style differences can affect conflict or emotional responses between partners? Also, would you be okay with me linking your chapter as an internal Wikiversity resource in my chapter under “see also”? I’d link to your page directly and credit it as a related book chapter too. Thank you! [[User:Tofu05|Tofu05]] ([[User talk:Tofu05|discuss]] • [[Special:Contributions/Tofu05|contribs]]) 12:23, 28 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Key points are well developed for each section # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Promising balance of theory and research; strive to integrate # Select the best theories about this topic # Select the best research about this topic <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## Excellent <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your professional profile(s) <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:38, 29 August 2026 (UTC) g4ux7plfkw9x205ddegka8kp5ssefi5 2 331305 2829300 2825387 2026-08-29T03:16:22Z Jtneill 10242 Lower-case headings 2829300 wikitext text/x-wiki == About me == I am studying [[Motivation and emotion]] and studying at the [http://Canberra.edu.au University of Canberra] Some of my hobbies include: * [[w:Reading|Reading]] * Gymming * Painting * Trying different cuisines == Book chapter I'm working on == [[Motivation and emotion/Book/2026/Emotional intelligence and emotional wellbeing|Emotional Intelligence and Emotional Wellbeing]] == Social contributions == # [[Talk:Motivation and emotion/Book/2026/Romantic jealousy|Suggested reference]] # [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FImpulsivity_versus_sensation-seeking&diff=2825386&oldid=2823024 Asked a question about someone's topic] #[[Talk:Motivation and emotion/Book/2026/Value congruence and motivation|Left a comment on someone's book chapter]] izlayxy9kv2or6d8uj37mdnen7v57tg 0 331338 2829047 2829042 2026-08-28T12:07:15Z U3175512 3110028 2829047 wikitext text/x-wiki __TOC__ '''Building therapeutic alliance''' ''How do psychological factors contribute to the development of a strong therapeutic alliance?'' == Overview == {{RoundBoxTop|theme=3}}Consider this scenario George has recently started high school and has been experiencing increased anxiety and depression adjusting to the change with his new peers, new routine and new school. During George's first session of counselling, the counsellor was eager to help and began suggesting several strategies as well as additional homework for George to complete. The counsellor was under the impression that the first appointment went well; however, from George's perspective, he felt overwhelmed, unheard and fundamentally misunderstood by the counsellor. As a result, at the next counselling session George is much more withdrawn and does not really participate in the session. The counsellor notices this shift and asks George what was going on. George explains that he felt overwhelmed, rushed and misunderstood during the previous session. The counsellor apologises and acknowledges his concerns and promises to work collaboratively with George to reconsider his goals for therapy. This scenario helps demonstrate how the therapeutic alliance can be either strengthened or weakened by how the therapist communicates and responds to clients' concerns. In this scenario it was vital to their therapeutic relationship that the therapist acknowledges George's concerns about their previous session. {{RoundBoxBottom}} Key Points: * The therapeutic alliance is the relationship between the client and the therapist and is considered vital for successful psychotherapy. The relationship is collaborative. * Bordin’s (1979) model explains the working alliance through 3 interconnected concepts. They are: agreement on goals, agreement on therapeutic tasks, and development of the interpersonal bond. * The therapeutic alliance is not limited to one type of psychotherapy, rather different therapeutic approaches work for different client populations. (Flückiger et al., 2018). * Understanding what strengthens and what weakens an alliance may help therapists improve the effectiveness of psychological treatment and improve client engagement. == Focus questions == {{Mbox |title=Focus questions |text= <ol> <li>What is the therapeutic alliance and how are its concepts explained in psychological theory?</li> <li>What characteristics and behaviours of the therapist contribute to a strong therapeutic alliance?</li> <li>How do client and interpersonal factors influence the development of the therapeutic alliance?</li> <li>What is the relationship between the therapeutic alliance and psychotherapy outcomes?</li> <li>What are some strategies and techniques that the therapist can use to repair ruptures in the therapeutic alliance?</li> </ol> |theme=3 }} == '''What is the therapeutic alliance?''' == * Bordin (1979) suggested an interconnected model using goals, tasks and bond. Goals are the agreed-upon goals of what the therapy is attempting to achieve. Tasks are the agreed-upon method by which these goals are to be pursued. Bond is the emotional connection, rapport and trust between the therapist and client. * This model frames therapy as a collaborative process between the therapist and the client, instead of something that is performed on the passive client by an expert. Figure 1 illustrates what that might look like during a counselling session. * This concept is flexible across many different therapeutic techniques as the specific tasks may be different for different populations, but the core ideas of collaboration and the therapeutic relationship remain important and vital for success. * Psychotherapy research commonly treats the therapeutic alliance as a transtheoretical process factor. Large reviews examine its influence across many different therapeutic approaches (Horvath et al., 2011; Flückiger et al., 2018). [[File:Counselling session.jpg|thumb|Figure 1 illustrates the setting in which the therapeutic alliance can develop. It is a counselling session between the therapist and the client.]] == '''Therapist factors that strengthen the alliance''' == * The most important characteristic appears to be empathy. Elliott et al. (2018) reviewed 82 independent samples which involved a total of 6,138 clients and found that therapist empathy was moderately associated with better treatment outcomes. ** Empathy requires the therapist to attempt to understand the client's subjective experience and to effectively communicate that understanding. This contributes to creating the bond aspect of Bordin's model by helping the client to feel understood. ** The therapist's behaviour also needs to be responsive to the specific context and individual client. Rigidly following the same approach with every client will not lead to the same outcomes. Therapeutic alliance can only be achieved when tailored to the specific client. ** Culina et al. (2023) looked into therapist responsiveness during the initial sessions and how it related to the developing therapeutic alliance in the next sessions. The findings were that responsiveness is especially important in the early stages of alliance development. ** In order for an effective alliance to be established, you need to be more than just friendly or warm; the therapist needs to listen and communicate understanding to the client to make them feel understood. The responses need to fit the individual client's needs. == '''Clients and interpersonal factors''' == * The therapeutic alliance is created both by the client and the therapist. Bordin’s model fundamentally requires the goals and tasks to be mutually agreed upon rather than an expert performing the therapy on the passive client (Bordin, 1979). * The type of attachment pattern that the client has may influence how easily trust and collaboration develop. A systematic review done by Smith et al. (2010) showed that there was evidence that clients with secure attachment patterns also reported a stronger therapeutic alliance. * This means that depending on the interpersonal history of the client, it may impact how quickly a client trusts a therapist and is able to be comfortable being emotionally vulnerable during the sessions. * How the therapist responds to these differences in clients’ readiness to form that therapeutic alliance is critical to reaching clients with different attachment styles. Instead of seeing difficulty as client resistance, the therapist can modify their approach and work collaboratively with the client to form a dynamic that is appropriately tailored for that individual client. * Forming the therapeutic alliance should therefore be seen and understood as a dynamic interpersonal process, not a fixed characteristic possessed by either the therapist or client alone. == '''Therapeutic alliance and treatment outcomes''' == * The therapeutic alliance is one of the most well-researched relationship variables in psychotherapy. * A study done by Horvath et al. (2011) synthesised more than 200 research reports which covered 14,000 treatments. They found that there was a consistent positive association between therapeutic alliance and treatment outcomes. * A larger meta-analysis done by Flückiger et al. (2018) again found a positive association between the therapeutic alliance and treatment outcomes. This study covered 295 independent studies and more than 30,000 clients across a wide variety of client characteristics and countries. * Flückiger et al. (2020) investigated if the alliance causes improvement or if it’s being confounded by the fact that the client was already improving and thus perceived the relationship they have with their therapist as more positive. This is because the association alone does not prove causation. Even when these client characteristics were controlled, as well as other treatment processes, the alliance remained positively related to outcomes after these adjustments. This strengthened the argument that it is a meaningful psychotherapy process, not simply reflecting other characteristics. * To summarise, the evidence argues that therapists should consider the therapeutic alliance as an important part of treatment, not secondary to therapeutic techniques. == '''Alliance ruptures and repair''' == * During treatment it is normal for there to be disagreements about goals, tasks or experiences which put a strain on the interpersonal bond. These are called alliance ruptures. * Eubanks et al. (2018) explain that alliance ruptures are a deterioration in collaboration or the emotional bond. A rupture can occur but the important part is whether that rupture is successfully resolved or not. * Eubanks' meta-analysis found that there was a moderately positive relationship between rupture resolution and treatment outcomes (Eubanks et al., 2018). The key is responding constructively when difficulties emerge. * Some possible responses to a rupture include asking for the client's perspective, acknowledging the tension, exploring the disagreement and renegotiating therapy goals and/or tasks. == Learning features == George tells his counsellor that he feels like he wasn't heard last session and that the exercises he was prescribed as homework aren't suited for him because the counsellor fundamentally misunderstood his concerns. '''Which response would be the most consistent with attempting to strengthen and repair the rupture in the therapeutic alliance?''' '''A.''' Explain that the exercises are fully evidence-based and backed by data and therefore if George is serious about solving his psychological distress he should start doing them. '''B.''' Nod and ignore the comment because you already planned the next few sessions and this gives you more work to do. '''C.''' Acknowledge what George said and explore with him why the exercises feel unhelpful and collaboratively reconsider the goals and tasks of the therapy sessions. '''D.''' Explain that you, the therapist, have much greater psychological expertise and that George does not know what he is talking about. The therapist should determine the treatment approach because they have the most experience. '''Feedback:''' C is the correct option because alliance rupture repair involves acknowledging strain within the relationship and using collaboration to renegotiate the goals and tasks (Bordin, 1979; Eubanks et al., 2018). ==Conclusion== ** The therapeutic alliance can be best understood as a collaborative relationship between the therapist and client. There needs to be mutual agreement on goals, tasks and the development of an interpersonal bond. ** The psychological factors involved in a successful therapeutic alliance include empathy and responsiveness from the therapist, the client's attachment type and interpersonal characteristics. Collaboration between the therapist and client also influences alliance development. ** A strong therapeutic alliance is shown by the research to be associated with better psychotherapy outcomes. ** Difficulties are referred to as ruptures and when navigated correctly do not necessarily lead to unsuccessful therapy. How therapists and clients respond to and repair the rupture is vital for whether it causes the therapy to succeed or fail following a rupture. ** Developing a therapeutic alliance is an active and ongoing process rather than something that suddenly automatically happens when therapy begins. ==See also== * [[Motivation and emotion/Book/2025/Coercion and therapeutic alliance|Coercion and therapeutic alliance]] ''(Book chapter, 2025)'' — particularly relevant because it discusses how coercive practices can undermine trust and therapeutic relationships. * Therapeutic alliance ''(Wikipedia)'' — overview of the working-alliance concept, including Bordin's tasks, goals and bond model. ==References== Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. ''Psychotherapy: Theory, Research & Practice, 16''(3), 252–260. doi:10.1037/h0085885. Culina, I., Fiscalini, E., Martin-Soelch, C., & Kramer, U. (2023). The first session matters: Therapist responsiveness and the therapeutic alliance in the treatment of borderline personality disorder. ''Clinical Psychology & Psychotherapy, 30''(1), 131–140. doi:10.1002/cpp.2783. Elliott, R., Bohart, A. C., Watson, J. C., & Murphy, D. (2018). Therapist empathy and client outcome: An updated meta-analysis. ''Psychotherapy, 55''(4), 399–410. doi:10.1037/pst0000175. Eubanks, C. F., Muran, J. C., & Safran, J. D. (2018). Alliance rupture repair: A meta-analysis. ''Psychotherapy, 55''(4), 508–519. doi:10.1037/pst0000185. Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A meta-analytic synthesis. ''Psychotherapy, 55''(4), 316–340. doi:10.1037/pst0000172. Flückiger, C., Del Re, A. C., Wlodasch, D., Horvath, A. O., Solomonov, N., & Wampold, B. E. (2020). Assessing the alliance-outcome association adjusted for patient characteristics and treatment processes: A meta-analytic summary of direct comparisons. ''Journal of Counseling Psychology, 67''(6), 706–711. doi:10.1037/cou0000424. Horvath, A. O., Del Re, A. C., Flückiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. ''Psychotherapy, 48''(1), 9–16. doi:10.1037/a0022186. Smith, A. E. M., Msetfi, R. M., & Golding, L. (2010). Client self-rated adult attachment patterns and the therapeutic alliance: A systematic review. ''Clinical Psychology Review, 30''(3), 326–337. doi:10.1016/j.cpr.2009.12.007. [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Therapeutic alliance]] p82hfz9uxxan5o5m14oxspanres66rg 2829048 2829047 2026-08-28T12:10:56Z U3175512 3110028 2829048 wikitext text/x-wiki __TOC__ '''Building therapeutic alliance''' ''How do psychological factors contribute to the development of a strong therapeutic alliance?'' == Overview == {{RoundBoxTop|theme=3}}Consider this scenario George has recently started high school and has been experiencing increased anxiety and depression adjusting to the change with his new peers, new routine and new school. During George's first session of counselling, the counsellor was eager to help and began suggesting several strategies as well as additional homework for George to complete. The counsellor was under the impression that the first appointment went well; however, from George's perspective, he felt overwhelmed, unheard and fundamentally misunderstood by the counsellor. As a result, at the next counselling session George is much more withdrawn and does not really participate in the session. The counsellor notices this shift and asks George what was going on. George explains that he felt overwhelmed, rushed and misunderstood during the previous session. The counsellor apologises and acknowledges his concerns and promises to work collaboratively with George to reconsider his goals for therapy. This scenario helps demonstrate how the therapeutic alliance can be either strengthened or weakened by how the therapist communicates and responds to clients' concerns. In this scenario it was vital to their therapeutic relationship that the therapist acknowledges George's concerns about their previous session. {{RoundBoxBottom}} Key Points: * The therapeutic alliance is the relationship between the client and the therapist and is considered vital for successful psychotherapy. The relationship is collaborative. * Bordin’s (1979) model explains the working alliance through 3 interconnected concepts. They are: agreement on goals, agreement on therapeutic tasks, and development of the interpersonal bond. * The therapeutic alliance is not limited to one type of psychotherapy, rather different therapeutic approaches work for different client populations. (Flückiger et al., 2018). * Understanding what strengthens and what weakens an alliance may help therapists improve the effectiveness of psychological treatment and improve client engagement. == Focus questions == {{Mbox |title=Focus questions |text= <ol> <li>What is the therapeutic alliance and how are its concepts explained in psychological theory?</li> <li>What characteristics and behaviours of the therapist contribute to a strong therapeutic alliance?</li> <li>How do client and interpersonal factors influence the development of the therapeutic alliance?</li> <li>What is the relationship between the therapeutic alliance and psychotherapy outcomes?</li> <li>What are some strategies and techniques that the therapist can use to repair ruptures in the therapeutic alliance?</li> </ol> |theme=3 }} == '''What is the therapeutic alliance?''' == * Bordin (1979) suggested an interconnected model using goals, tasks and bond. Goals are the agreed-upon goals of what the therapy is attempting to achieve. Tasks are the agreed-upon method by which these goals are to be pursued. Bond is the emotional connection, rapport and trust between the therapist and client. * This model frames therapy as a collaborative process between the therapist and the client, instead of something that is performed on the passive client by an expert. Figure 1 illustrates what that might look like during a counselling session. * This concept is flexible across many different therapeutic techniques as the specific tasks may be different for different populations, but the core ideas of collaboration and the therapeutic relationship remain important and vital for success. * Psychotherapy research commonly treats the therapeutic alliance as a transtheoretical process factor. Large reviews examine its influence across many different therapeutic approaches (Horvath et al., 2011; Flückiger et al., 2018). [[File:Counselling session.jpg|thumb|'''Figure 1.''' A counselling session illustrating the setting in which the therapeutic alliance can develop. Image by tiyowprasetyo, CC0 1.0, via Wikimedia Commons.|alt=]] == '''Therapist factors that strengthen the alliance''' == * The most important characteristic appears to be empathy. Elliott et al. (2018) reviewed 82 independent samples which involved a total of 6,138 clients and found that therapist empathy was moderately associated with better treatment outcomes. ** Empathy requires the therapist to attempt to understand the client's subjective experience and to effectively communicate that understanding. This contributes to creating the bond aspect of Bordin's model by helping the client to feel understood. ** The therapist's behaviour also needs to be responsive to the specific context and individual client. Rigidly following the same approach with every client will not lead to the same outcomes. Therapeutic alliance can only be achieved when tailored to the specific client. ** Culina et al. (2023) looked into therapist responsiveness during the initial sessions and how it related to the developing therapeutic alliance in the next sessions. The findings were that responsiveness is especially important in the early stages of alliance development. ** In order for an effective alliance to be established, you need to be more than just friendly or warm; the therapist needs to listen and communicate understanding to the client to make them feel understood. The responses need to fit the individual client's needs. == '''Clients and interpersonal factors''' == * The therapeutic alliance is created both by the client and the therapist. Bordin’s model fundamentally requires the goals and tasks to be mutually agreed upon rather than an expert performing the therapy on the passive client (Bordin, 1979). * The type of attachment pattern that the client has may influence how easily trust and collaboration develop. A systematic review done by Smith et al. (2010) showed that there was evidence that clients with secure attachment patterns also reported a stronger therapeutic alliance. * This means that depending on the interpersonal history of the client, it may impact how quickly a client trusts a therapist and is able to be comfortable being emotionally vulnerable during the sessions. * How the therapist responds to these differences in clients’ readiness to form that therapeutic alliance is critical to reaching clients with different attachment styles. Instead of seeing difficulty as client resistance, the therapist can modify their approach and work collaboratively with the client to form a dynamic that is appropriately tailored for that individual client. * Forming the therapeutic alliance should therefore be seen and understood as a dynamic interpersonal process, not a fixed characteristic possessed by either the therapist or client alone. == '''Therapeutic alliance and treatment outcomes''' == * The therapeutic alliance is one of the most well-researched relationship variables in psychotherapy. * A study done by Horvath et al. (2011) synthesised more than 200 research reports which covered 14,000 treatments. They found that there was a consistent positive association between therapeutic alliance and treatment outcomes. * A larger meta-analysis done by Flückiger et al. (2018) again found a positive association between the therapeutic alliance and treatment outcomes. This study covered 295 independent studies and more than 30,000 clients across a wide variety of client characteristics and countries. * Flückiger et al. (2020) investigated if the alliance causes improvement or if it’s being confounded by the fact that the client was already improving and thus perceived the relationship they have with their therapist as more positive. This is because the association alone does not prove causation. Even when these client characteristics were controlled, as well as other treatment processes, the alliance remained positively related to outcomes after these adjustments. This strengthened the argument that it is a meaningful psychotherapy process, not simply reflecting other characteristics. * To summarise, the evidence argues that therapists should consider the therapeutic alliance as an important part of treatment, not secondary to therapeutic techniques. == '''Alliance ruptures and repair''' == * During treatment it is normal for there to be disagreements about goals, tasks or experiences which put a strain on the interpersonal bond. These are called alliance ruptures. * Eubanks et al. (2018) explain that alliance ruptures are a deterioration in collaboration or the emotional bond. A rupture can occur but the important part is whether that rupture is successfully resolved or not. * Eubanks' meta-analysis found that there was a moderately positive relationship between rupture resolution and treatment outcomes (Eubanks et al., 2018). The key is responding constructively when difficulties emerge. * Some possible responses to a rupture include asking for the client's perspective, acknowledging the tension, exploring the disagreement and renegotiating therapy goals and/or tasks. == Learning features == George tells his counsellor that he feels like he wasn't heard last session and that the exercises he was prescribed as homework aren't suited for him because the counsellor fundamentally misunderstood his concerns. '''Which response would be the most consistent with attempting to strengthen and repair the rupture in the therapeutic alliance?''' '''A.''' Explain that the exercises are fully evidence-based and backed by data and therefore if George is serious about solving his psychological distress he should start doing them. '''B.''' Nod and ignore the comment because you already planned the next few sessions and this gives you more work to do. '''C.''' Acknowledge what George said and explore with him why the exercises feel unhelpful and collaboratively reconsider the goals and tasks of the therapy sessions. '''D.''' Explain that you, the therapist, have much greater psychological expertise and that George does not know what he is talking about. The therapist should determine the treatment approach because they have the most experience. '''Feedback:''' C is the correct option because alliance rupture repair involves acknowledging strain within the relationship and using collaboration to renegotiate the goals and tasks (Bordin, 1979; Eubanks et al., 2018). ==Conclusion== ** The therapeutic alliance can be best understood as a collaborative relationship between the therapist and client. There needs to be mutual agreement on goals, tasks and the development of an interpersonal bond. ** The psychological factors involved in a successful therapeutic alliance include empathy and responsiveness from the therapist, the client's attachment type and interpersonal characteristics. Collaboration between the therapist and client also influences alliance development. ** A strong therapeutic alliance is shown by the research to be associated with better psychotherapy outcomes. ** Difficulties are referred to as ruptures and when navigated correctly do not necessarily lead to unsuccessful therapy. How therapists and clients respond to and repair the rupture is vital for whether it causes the therapy to succeed or fail following a rupture. ** Developing a therapeutic alliance is an active and ongoing process rather than something that suddenly automatically happens when therapy begins. ==See also== * [[Motivation and emotion/Book/2025/Coercion and therapeutic alliance|Coercion and therapeutic alliance]] ''(Book chapter, 2025)'' — particularly relevant because it discusses how coercive practices can undermine trust and therapeutic relationships. * Therapeutic alliance ''(Wikipedia)'' — overview of the working-alliance concept, including Bordin's tasks, goals and bond model. ==References== Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. ''Psychotherapy: Theory, Research & Practice, 16''(3), 252–260. doi:10.1037/h0085885. Culina, I., Fiscalini, E., Martin-Soelch, C., & Kramer, U. (2023). The first session matters: Therapist responsiveness and the therapeutic alliance in the treatment of borderline personality disorder. ''Clinical Psychology & Psychotherapy, 30''(1), 131–140. doi:10.1002/cpp.2783. Elliott, R., Bohart, A. C., Watson, J. C., & Murphy, D. (2018). Therapist empathy and client outcome: An updated meta-analysis. ''Psychotherapy, 55''(4), 399–410. doi:10.1037/pst0000175. Eubanks, C. F., Muran, J. C., & Safran, J. D. (2018). Alliance rupture repair: A meta-analysis. ''Psychotherapy, 55''(4), 508–519. doi:10.1037/pst0000185. Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A meta-analytic synthesis. ''Psychotherapy, 55''(4), 316–340. doi:10.1037/pst0000172. Flückiger, C., Del Re, A. C., Wlodasch, D., Horvath, A. O., Solomonov, N., & Wampold, B. E. (2020). Assessing the alliance-outcome association adjusted for patient characteristics and treatment processes: A meta-analytic summary of direct comparisons. ''Journal of Counseling Psychology, 67''(6), 706–711. doi:10.1037/cou0000424. Horvath, A. O., Del Re, A. C., Flückiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. ''Psychotherapy, 48''(1), 9–16. doi:10.1037/a0022186. Smith, A. E. M., Msetfi, R. M., & Golding, L. (2010). Client self-rated adult attachment patterns and the therapeutic alliance: A systematic review. ''Clinical Psychology Review, 30''(3), 326–337. doi:10.1016/j.cpr.2009.12.007. [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Therapeutic alliance]] 13o26x1zorrgh24pbbqu5q0njhrmijm 2829053 2829048 2026-08-28T12:16:44Z U3175512 3110028 2829053 wikitext text/x-wiki __TOC__ '''Building therapeutic alliance''' ''How do psychological factors contribute to the development of a strong therapeutic alliance?'' == Overview == {{RoundBoxTop|theme=3}}Consider this scenario George has recently started high school and has been experiencing increased anxiety and depression adjusting to the change with his new peers, new routine and new school. During George's first session of counselling, the counsellor was eager to help and began suggesting several strategies as well as additional homework for George to complete. The counsellor was under the impression that the first appointment went well; however, from George's perspective, he felt overwhelmed, unheard and fundamentally misunderstood by the counsellor. As a result, at the next counselling session George is much more withdrawn and does not really participate in the session. The counsellor notices this shift and asks George what was going on. George explains that he felt overwhelmed, rushed and misunderstood during the previous session. The counsellor apologises and acknowledges his concerns and promises to work collaboratively with George to reconsider his goals for therapy. This scenario helps demonstrate how the therapeutic alliance can be either strengthened or weakened by how the therapist communicates and responds to clients' concerns. In this scenario it was vital to their therapeutic relationship that the therapist acknowledges George's concerns about their previous session. {{RoundBoxBottom}} Key Points: * The therapeutic alliance is the relationship between the client and the therapist and is considered vital for successful psychotherapy. The relationship is collaborative. * Bordin’s (1979) model explains the working alliance through 3 interconnected concepts. They are: agreement on goals, agreement on therapeutic tasks, and development of the interpersonal bond. * The therapeutic alliance is not limited to one type of psychotherapy, rather different therapeutic approaches work for different client populations. (Flückiger et al., 2018). * Understanding what strengthens and what weakens an alliance may help therapists improve the effectiveness of psychological treatment and improve client engagement. == Focus questions == {{Mbox |title=Focus questions |text= <ol> <li>What is the therapeutic alliance and how are its concepts explained in psychological theory?</li> <li>What characteristics and behaviours of the therapist contribute to a strong therapeutic alliance?</li> <li>How do client and interpersonal factors influence the development of the therapeutic alliance?</li> <li>What is the relationship between the therapeutic alliance and psychotherapy outcomes?</li> <li>What are some strategies and techniques that the therapist can use to repair ruptures in the therapeutic alliance?</li> </ol> |theme=3 }} == '''What is the therapeutic alliance?''' == * Bordin (1979) suggested an interconnected model using goals, tasks and bond. Goals are the agreed-upon goals of what the therapy is attempting to achieve. Tasks are the agreed-upon method by which these goals are to be pursued. Bond is the emotional connection, rapport and trust between the therapist and client. * This model frames therapy as a collaborative process between the therapist and the client, instead of something that is performed on the passive client by an expert. Figure 1 illustrates what that might look like during a counselling session. * This concept is flexible across many different therapeutic techniques as the specific tasks may be different for different populations, but the core ideas of collaboration and the therapeutic relationship remain important and vital for success. * Psychotherapy research commonly treats the therapeutic alliance as a transtheoretical process factor. Large reviews examine its influence across many different therapeutic approaches (Horvath et al., 2011; Flückiger et al., 2018). [[File:Counselling session.jpg|thumb|'''Figure 1.''' A counselling session illustrating the setting in which the therapeutic alliance can develop. Image by tiyowprasetyo, CC0 1.0, via Wikimedia Commons.|alt=]] == '''Therapist factors that strengthen the alliance''' == * The most important characteristic appears to be empathy. Elliott et al. (2018) reviewed 82 independent samples which involved a total of 6,138 clients and found that therapist empathy was moderately associated with better treatment outcomes. ** Empathy requires the therapist to attempt to understand the client's subjective experience and to effectively communicate that understanding. This contributes to creating the bond aspect of Bordin's model by helping the client to feel understood. ** The therapist's behaviour also needs to be responsive to the specific context and individual client. Rigidly following the same approach with every client will not lead to the same outcomes. Therapeutic alliance can only be achieved when tailored to the specific client. ** Culina et al. (2023) looked into therapist responsiveness during the initial sessions and how it related to the developing therapeutic alliance in the next sessions. The findings were that responsiveness is especially important in the early stages of alliance development. ** In order for an effective alliance to be established, you need to be more than just friendly or warm; the therapist needs to listen and communicate understanding to the client to make them feel understood. The responses need to fit the individual client's needs. == '''Clients and interpersonal factors''' == * The therapeutic alliance is created both by the client and the therapist. Bordin’s model fundamentally requires the goals and tasks to be mutually agreed upon rather than an expert performing the therapy on the passive client (Bordin, 1979). * The type of attachment pattern that the client has may influence how easily trust and collaboration develop. A systematic review done by Smith et al. (2010) showed that there was evidence that clients with secure attachment patterns also reported a stronger therapeutic alliance. * This means that depending on the interpersonal history of the client, it may impact how quickly a client trusts a therapist and is able to be comfortable being emotionally vulnerable during the sessions. * How the therapist responds to these differences in clients’ readiness to form that therapeutic alliance is critical to reaching clients with different attachment styles. Instead of seeing difficulty as client resistance, the therapist can modify their approach and work collaboratively with the client to form a dynamic that is appropriately tailored for that individual client. * Forming the therapeutic alliance should therefore be seen and understood as a dynamic interpersonal process, not a fixed characteristic possessed by either the therapist or client alone. == '''Therapeutic alliance and treatment outcomes''' == * The therapeutic alliance is one of the most well-researched relationship variables in psychotherapy. * A study done by Horvath et al. (2011) synthesised more than 200 research reports which covered 14,000 treatments. They found that there was a consistent positive association between therapeutic alliance and treatment outcomes. * A larger meta-analysis done by Flückiger et al. (2018) again found a positive association between the therapeutic alliance and treatment outcomes. This study covered 295 independent studies and more than 30,000 clients across a wide variety of client characteristics and countries. * Flückiger et al. (2020) investigated if the alliance causes improvement or if it’s being confounded by the fact that the client was already improving and thus perceived the relationship they have with their therapist as more positive. This is because the association alone does not prove causation. Even when these client characteristics were controlled, as well as other treatment processes, the alliance remained positively related to outcomes after these adjustments. This strengthened the argument that it is a meaningful psychotherapy process, not simply reflecting other characteristics. * To summarise, the evidence argues that therapists should consider the therapeutic alliance as an important part of treatment, not secondary to therapeutic techniques. == '''Alliance ruptures and repair''' == * During treatment it is normal for there to be disagreements about goals, tasks or experiences which put a strain on the interpersonal bond. These are called alliance ruptures. * Eubanks et al. (2018) explain that alliance ruptures are a deterioration in collaboration or the emotional bond. A rupture can occur but the important part is whether that rupture is successfully resolved or not. * Eubanks' meta-analysis found that there was a moderately positive relationship between rupture resolution and treatment outcomes (Eubanks et al., 2018). The key is responding constructively when difficulties emerge. * Some possible responses to a rupture include asking for the client's perspective, acknowledging the tension, exploring the disagreement and renegotiating therapy goals and/or tasks. === Learning feature: Quick quiz === George tells his counsellor that he feels like he wasn't heard last session and that the exercises he was prescribed as homework aren't suited for him because the counsellor fundamentally misunderstood his concerns. '''Which response would be the most consistent with attempting to strengthen and repair the rupture in the therapeutic alliance?''' '''A.''' Explain that the exercises are fully evidence-based and backed by data and therefore if George is serious about solving his psychological distress he should start doing them. '''B.''' Nod and ignore the comment because you already planned the next few sessions and this gives you more work to do. '''C.''' Acknowledge what George said and explore with him why the exercises feel unhelpful and collaboratively reconsider the goals and tasks of the therapy sessions. '''D.''' Explain that you, the therapist, have much greater psychological expertise and that George does not know what he is talking about. The therapist should determine the treatment approach because they have the most experience. '''Feedback:''' C is the correct option because alliance rupture repair involves acknowledging strain within the relationship and using collaboration to renegotiate the goals and tasks (Bordin, 1979; Eubanks et al., 2018). ==Conclusion== ** The therapeutic alliance can be best understood as a collaborative relationship between the therapist and client. There needs to be mutual agreement on goals, tasks and the development of an interpersonal bond. ** The psychological factors involved in a successful therapeutic alliance include empathy and responsiveness from the therapist, the client's attachment type and interpersonal characteristics. Collaboration between the therapist and client also influences alliance development. ** A strong therapeutic alliance is shown by the research to be associated with better psychotherapy outcomes. ** Difficulties are referred to as ruptures and when navigated correctly do not necessarily lead to unsuccessful therapy. How therapists and clients respond to and repair the rupture is vital for whether it causes the therapy to succeed or fail following a rupture. ** Developing a therapeutic alliance is an active and ongoing process rather than something that suddenly automatically happens when therapy begins. ==See also== * [[Motivation and emotion/Book/2025/Coercion and therapeutic alliance|Coercion and therapeutic alliance]] ''(Book chapter, 2025)'' — particularly relevant because it discusses how coercive practices can undermine trust and therapeutic relationships. * [[w:Therapeutic alliance|Therapeutic alliance]] (Wikipedia) — overview of the working-alliance concept, including Bordin's tasks, goals and bond model. ==References== Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. ''Psychotherapy: Theory, Research & Practice, 16''(3), 252–260. doi:10.1037/h0085885. Culina, I., Fiscalini, E., Martin-Soelch, C., & Kramer, U. (2023). The first session matters: Therapist responsiveness and the therapeutic alliance in the treatment of borderline personality disorder. ''Clinical Psychology & Psychotherapy, 30''(1), 131–140. doi:10.1002/cpp.2783. Elliott, R., Bohart, A. C., Watson, J. C., & Murphy, D. (2018). Therapist empathy and client outcome: An updated meta-analysis. ''Psychotherapy, 55''(4), 399–410. doi:10.1037/pst0000175. Eubanks, C. F., Muran, J. C., & Safran, J. D. (2018). Alliance rupture repair: A meta-analysis. ''Psychotherapy, 55''(4), 508–519. doi:10.1037/pst0000185. Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A meta-analytic synthesis. ''Psychotherapy, 55''(4), 316–340. doi:10.1037/pst0000172. Flückiger, C., Del Re, A. C., Wlodasch, D., Horvath, A. O., Solomonov, N., & Wampold, B. E. (2020). Assessing the alliance-outcome association adjusted for patient characteristics and treatment processes: A meta-analytic summary of direct comparisons. ''Journal of Counseling Psychology, 67''(6), 706–711. doi:10.1037/cou0000424. Horvath, A. O., Del Re, A. C., Flückiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. ''Psychotherapy, 48''(1), 9–16. doi:10.1037/a0022186. Smith, A. E. M., Msetfi, R. M., & Golding, L. (2010). Client self-rated adult attachment patterns and the therapeutic alliance: A systematic review. ''Clinical Psychology Review, 30''(3), 326–337. doi:10.1016/j.cpr.2009.12.007. [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Therapeutic alliance]] == External links == * [https://www.apa.org/topics/psychotherapy/understanding Understanding psychotherapy and how it works] (American Psychological Association) * [https://www.healthdirect.gov.au/psychotherapy Psychotherapy - types and benefits] (Healthdirect Australia) 9m534hv2d0jxaz3ehcc995dvncuetov 0 331347 2829391 2828181 2026-08-29T08:17:51Z Jtneill 10242 Copyediting 2829391 wikitext text/x-wiki {{title|Self-determination theory and physical activity:<br>How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Exercise Treadmill Convey Motion.jpg|thumb|Figure 1. Person running on treadmill]] ; Imagine this scenario You have decided to start exercising regularly. You download a workout app and set alarms to exercise 3 times a week following a strict workout program. At first you are motivated, but after a few weeks you start losing motivation and interest. The workouts are hard, you don’t feel like you're getting stronger, and you feel resentful following a program you don't like. Your friend has started exercising too, they chose activities they enjoy, noticed gradual improvements, and did their workout with their friends. Whilst both people have the same goal, one person is more likely to continue exercising. Why do their experiences result in different levels of exercise adherence? {{RoundBoxBottom}} ;The problem This chapter explores self-determination theory and how meeting the psychological needs for autonomy, competence, and relatedness can help explain engagement with physical activity and exercise adherence. * '''Physical activity is important for ongoing participation.''' ** Although most people are aware of the physical and psychological benefits of exercise, motivation can influence individuals starting, continuing, and stopping physical activity. Understanding the things that influence motivation can help us to create environments that encourage ongoing participation (Kilpatrick et al., 2002). * '''Starting physical activity doesn’t necessarily lead to long term adherence.''' ** People may start regular exercise but after a short time, drop out. Kinnafick et al. (2014), found that meeting the needs for competence and relatedness were significantly important to participation, but added autonomy was crucial to maintaining adherence. * '''Self-determination theory (SDT) provides a psychological framework for understanding these processes.''' ** Self-determination theory by Ryan & Deci (2018), suggests we can understand motivation by proposing that people have three basic psychological needs, autonomy, competence, and relatedness. * '''Applying SDT to physical activity can help explain why people start and maintain exercise activities.''' ** When exercise environments support the needs suggested by SDT, people can develop more forms of intrinsic motivation, becoming more likely to maintain participation (Kilpatrick et al., 2002). {{RoundBoxTop|theme=3}} '''Focus questions:''' * How does self-determination theory explain motivation to do physical activity? * How does autonomy influence engagement in physical activity? * How does competence influence engagement in physical activity? * How does relatedness influence engagement in physical activity? * How can meeting basic psychological needs increase exercise adherence? {{RoundBoxBottom}} == Self-determination theory and physical activity == * Self-determination theory (SDT) is a motivation theory that focuses on why people engage in behaviours and the needs around self-motivation and healthy psychological functioning (Ryan & Deci, 2018) * SDT notes the difference between autonomous motivation where the behaviour is valued or enjoyable, and controlled motivation, where the behaviour is driven by pressure or reward (Ryan & Deci, 2018). * Within SDT there are three basic psychological needs autonomy, competence, and relatedness, and these needs influence motivation and wellbeing (Deci & Vansteenkiste, 2004). * Research applying SDT to physical activity suggests more autonomous forms of motivation are connected to more physical activity participation and maintenance (Teixeira et al., 2012). * Environments for physical activity can also have an influence on motivation depending on the person’s psychological needs (Kilpatrick et al., 2002). '''Table 1''' ''The basic psychological needs and examples of how environments'' ''can positively and negatively need.'' {| class="wikitable" |'''Basic psychological need''' |'''Positive''' |'''Negative''' |- |'''Autonomy''' |Choosing preferred activities, setting personal goals, having control over exercises |Pressured, controlled, or forced to participate |- |'''Competence''' |Experiencing progress, achieving goals, developing skills, positive feedback |Task failure, unrealistic expectations, lack of progress |- |'''Relatedness''' |Exercising with friends, supportive coaches, group classes, feeling included |Isolated, excluded, or critised |} == Autonomy and physical activity == * Autonomy refers to a persons sense of choice and self-direction, without feeling pressured or controlled. (Deci & Vansteenkiste, 2004). * In physical activity, autonomy can be supported by allowing individuals to choose activities that match their interests, abilities, and goals (Kilpatrick et al., 2002). * Environments that support autonomy can encourage people to understand and value their reasons to exercise, creating more intrinsic motivation (Teixeira et al., 2012). * Being extrinsically motivated by things such as appearance and external expectations creates controlled motivation and reduces how likely the person is to continue participation (Kilpatrick et al., 2002). * Kinnafick et al. (2014) found autonomy to be important in the adherence stage of physical activity, suggesting that feeling ownership over exercise becomes increasingly important for maintenance. == Competence and physical activity == * Competence is about the need to feel effective, capable, and able to reach goals (Deci & Vansteenkiste, 2004). * Physical activity competence could be through people, experiencing progress, developing skills, achieving goals, and getting useful feedback. * This could mean difficult or unrealistic exercise programs may not allow the individual to meet their need for competence as they may experience failure or be unable to see improvement. * Feeling competent can increase confidence in an individuals ability to participate in physically activity and contribute to another source of intrinsic motivation (Teixeira et al., 2012). * Kinnafick et al. (2014) found competence to be important in the adoption stages of physical activity as feeling capable can help to form a routine. == Relatedness and physical activity == * Relatedness is the need to feel connected, supported, and valued by others (Deci & Vansteenkiste, 2004). * Physical activity could meet this need with things like exercise groups, sport teams, group classes, coaches, and similar active social environments * Social support can provide encouragement and enjoyment. * Feeling excluded or judged during physical activity would reduce relatedness and negatively impact emotion. * Kinnafick et al. (2014) found relatedness to be important in the adoption stage of physical activity, emphasising the role of social connection in forming participation. == Psychological needs and exercise adherence == * Exercise adherence involves maintaining physical activity over time. * Having autonomy, competence, and relatedness can create a strong sense of autonomous motivation and leads to long-term engagement in physical activity (Teixeira et al., 2012). * Kinnafick et al. (2014) found different needs to be relevant at different stages of physical activity, with competence and relatedness being important for adoption and autonomy being important for adherence. * Kang et al. (2019), found that having the basic psychological needs met was a strong predictor of exercise adherence, finding autonomy as the strongest predictor. * These findings suggest the importance of psychological needs, and that their importance changes as people go from starting activity to maintaining it. ==Conclusion== *Self-determination theory provides a framework for understanding how autonomy, competence, and relatedness influence motivation and engagement in physical activity *Supporting these psychological needs can support autonomous motivation and help people maintain exercise adherence. *Kinnafick et al. (2014) suggests that the importance of each need changes across stages of activity, with competence and relatedness being important for adoption and autonomy being important for adherence. *Overall, creating environments for physical activity that give people choice, opportunities to improve, and social inclusion can help improve long-term exercise adherence. ==See also== * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Book/2011/Exercise motivation|Exercise motivation]] (Book chapter, 2011) ==References== {{Hanging indent|1= Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. In ''Lirias'' (Vol. 27, pp. 17–34). https://lirias.kuleuven.be/handle/123456789/627470 Kang, S., Lee, K., & Kwon, S. (2019). Basic psychological needs, exercise intention and sport commitment as predictors of recreational sport participants’ exercise adherence. ''Psychology and Health'', 35(8), 916–932. https://doi.org/10.1080/08870446.2019.169908 Kilpatrick, M., Hebert, E., & Jacobsen, D. (2002). Physical Activity Motivation: A Practitioner’s Guide to Self-Determination Theory. ''Journal of Physical Education Recreation & Dance'', 73(4), 36–41. https://doi.org/10.1080/07303084.2002.10607789 Kinnafick, F., Thøgersen-Ntoumani, C., & Duda, J. L. (2014). Physical activity adoption to adherence, lapse, and dropout. ''Qualitative Health Research'', 24(5), 706–718. https://doi.org/10.1177/1049732314528811 Ryan, R. M., Deci, E. L. (2018). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. United Kingdom: Guilford Publications. Teixeira, P. J., Carraça, E. V., Markland, D., Silva, M. N., & Ryan, R. M. (2012). Exercise, physical activity, and self-determination theory: A systematic review. ''International Journal of Behavioral Nutrition and Physical Activity'', 9(1), 78. https://doi.org/10.1186/1479-5868-9-78 }} ==External links== * [https://selfdeterminationtheory.org/ Self-determination theory] (Center for Self-Determination Theory) * [https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/ Basic psychological needs] (Center for Self-Determination Theory) * [https://www.who.int/news-room/fact-sheets/detail/physical-activity Physical activity] (World Health Organization) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Physical exercise]] [[Category:Motivation and emotion/Book/Self-determination theory]] 5b2r0afl3xmb7qofjac73t97fuw07pr 828 331355 2829372 2828849 2026-08-29T07:20:43Z Helpme2222 3106525 2829372 Scribunto text/plain local p = { keyword = { l = "en" }, kljuczslovo = { l = { [1] = "po" , [2] = "sr" , [2] = "ru" , } }, yaoshiwenzi = { l = "zh" }, llavepalabra = { l = "es" }, } return p 6aztvqui1jjubxicgve9a2i2dpll4n1 2829375 2829372 2026-08-29T07:22:26Z Helpme2222 3106525 2829375 Scribunto text/plain local p = { keyword = { l = "en" }, kljuczslovo = { l = { [1] = "po" , [2] = "sr" , [3] = "ru" , } }, yaoshiwenzi = { l = "zh" }, llavepalabra = { l = "es" }, } return p oao7nv5lpufb9fyiej2736ep8wy5a9l 2 331365 2829187 2823839 2026-08-28T21:07:23Z It-is-Truly-Meet 3089598 2829187 wikitext text/x-wiki {{#babel:en|ru|fr-2|el-2| grc-2|de-1|he-1|ar-1}} Hello, I am '''It-is-Truly-Meet''', a student that is studying Western philosophy, Attic Greek, and Biblical Hebrew. I have experience in calculus, calculus-based physics, and computer science. {{Student|Hebrew}} {{Teacher|Ancient Greek}} 4ntldhfzlf8pm5axfsxgy2dxcd4k60s 0 331389 2829393 2824198 2026-08-29T08:29:50Z NDM2024 2984088 /* BYLAWS xxxx under edition */ 2829393 wikitext text/x-wiki == '''BYLAWS''' <small>in edition</small> == '''Definition of the Institute''' The Institute is a non-profit, international network of clinical-, research- and educational institutes to collaborate on the early diagnostics and prevention on prediabetes, prehypertension and other metabolic diseases. (Alberto et al., 2022) The target countries are in the low- and middle-income countries where the availability of essential diagnostics remains a challenge. It is a brick-free center that unites interested institutions with activities in public- and occupational health research and education and application for fundings. '''Objectives''' · Create a network of health clinics producing data from the routine health examinations · Create a network of public health schools to analyse and publish the data · Main focus on early diagnosis and prevention of prediabetes and other metabolic diseases · Apply for fundings to establish data collection and remission of prediabetes. '''Ethical requirements''' The ethical rules for database research in the respective Universities and other centers. The ICOH Code of ethics are complied with. Confidentiality in handling personal information is done according to the rules set out by the national Data Protection Agencies.Nno personal sensitive information is included so approval from the Ethics Committee is not necessary. All questionnaires ask for informed consent as the first question. The supervisors take care to secure that the data is processed under the Act on medical confidentiality as guidelines for good epidemiological practice. The participants' anonymity will be protected in every way and this will be indicated in the project description. It will be ensured that the electronic table is locked so that the information can not be seen by anyone other than the researchers. The researchers respect individual ownership of the data and share publications and the data where this is convenient and keep always good partnerships. The European Code of Conduct for Research Integrity for self-regulation in all research '''Board of Directors''' The Institute's main decision-making authority is the Board. The Board is made up of representatives from the associate institutions. '''Institute Cordinator''' · The Board of Directors selects a Coordinator of the Institute for 1 year to be reelected at the annual meeting of the Board in August, in presence and hybrid meeting · One Board meeting is held annually, in presence and hybrid · The Coordinator is responsible for convening Board meetings '''Advisory Committee''' Representatives from the relevant Universities, Clinics and Scientific Associations. '''Goals''' In collaboration with the Coordinator, the Board establishes objectives for which research and educational areas and applications for fundings should be prioritized and what results are expected to be obtained from research in these areas. '''Evaluation of the activities of the Institute''' The Board of Directors understands every year an evaluation of the activities of the Institute. The Coordinator presents an annual report to the Board in late December. Financial Accounting. There are no separate accounts for the Institute since the economy is placed with each of the participants. '''Financial Accounting''' There are no separate accounts for the Institute since the economy is placed with each of the participants’ projects. '''Financial Resources''' The main financial resources for the Institute activity is the existing resources of individual participants and national and international research foundations. Indication of the affiliations in the publications The publications from the Institute are listed like: Own institution, John Snow Institute ... '''Annual status report''' The Coordinator is responsible for preparing an annual status report that is approved by the Board of Directors. The progress report should include a brief overview of last year's results with signatures and dates '''FINANCIAL FUNDS''' European Foundation Study of Diabetes (EFSD)- http://www.europeandiabetesfoundation.org/ ITF Seafarers Trust https://www.seafarerstrust.org/ Novo Nordisk Found https://www.eshonline.org/online-education/teaching-seminars/ Hypertension Research Foundation http://www.hypertensionresearchfoundation.ch/EN/projets.html https://research-and-innovation.ec.europa.eu/research-area/health/diabetes_en The European Social Fund Danish Diabetes Academy The European Society of Hypertension https://www.eshonline.org/ And others…. '''DATA''' # American out-patient clinic (American Hospital,Inc) Metro Manila, National Capital Region, Philippines Medical Director Dr. Joseph Bien Abesamis, MD 2. Nordic Medical Clinic Unit 1B, Maria Daniel Building, 470 San Andres Street Corner MH Del Pilar Street, Malate, Manila, 1004, Philippines +63 2 85627774 AOH: Medical Director Dr Margarita Huerte Mobile +63 917 1050252 PHILIPPINES peme@nordicmedical.no 3. Other '''RESEARCH''' (in collaboration with the clinics) ... 1. The John Snow Prediabetes Institute 2. Public Health Schools in Manila https://edurank.org/medicine/public/manila/ https://maritimefairtrade.org/top-maritime-schools-in-the-philippines/ 3. Medical schools in Manila https://en.wikipedia.org/wiki/List_of_medical_schools_in_the_Philippines 3. Public Health Schools in PANAMAMetropolitan University of Education, Science and Technology (UMECIT), University of South Florida (USF) Health 4. University of Panama: school of public health within its medical faculty ----'''Reference:''' Alberto, Nicole Rose I., Isabelle Rose I. Alberto, Michelle Ann B. Eala, Edward Christopher Dee, y Johanna Patricia A. Cañal. «Availability of essential diagnostics in the Philippines». The Lancet Regional Health: Western Pacific 19 (enero de 2022): 100375. https://doi.org/10.1016/j.lanwpc.2021.100375. fdmnt0gdcvbg1pou0q84gbkdgd3j6rl 1 331390 2829127 2824203 2026-08-28T15:01:20Z U3275873 3110137 /* Impacts of personal bias */ new section 2829127 wikitext text/x-wiki == Exploring empathy within similar contexts == Hi there This chapter is starting to look really interesting! I am also interested in empathy within a host of contexts. I recently read some research (see below) about how empathy affects helping behaviour. I wonder if this type of research could introduce an interesting alternative perspective and unique depth to your chapter? Are the mechanisms of empathy and motivation behind helping a stranger who is perceived as fully innocent and in a non-legal context (i.e. helping someone struggling to carry many items to their car) different to those operating when a jury makes their judgement? In other words, how does empathy play a role in general pro-social behaviour as compared to juror decision-making? I'm keen to read your chapter when it's complete and to support each other's writing process along the way. All the best with your book chapter! - Pepper Decety, J., Bartal, I. B., Uzefovsky, F., & Knafo-Noam, A. (2016). Empathy as a driver of prosocial behaviour: highly conserved neurobehavioural mechanisms across species. P''hilosophical transactions of the Royal Society of London. Series B, Biological sciences, 371''(1686), 20150077. <nowiki>https://doi.org/10.1098/rstb.2015.0077</nowiki> Eisenberg, N. (2006). Empathy-related responding and prosocial behaviour. In G. Bock, & J. Goode (Eds.), ''Empathy and fairness''. Novartis Foundation. <nowiki>https://doi.org/10.1002/9780470030585.ch6</nowiki> [[User:U3253363|U3253363]] ([[User talk:U3253363|discuss]] • [[Special:Contributions/U3253363|contribs]]) 08:28, 22 August 2026 (UTC) == Impacts of personal bias == Hello! Well done on your topic development, it looks great and I can't wait to read more about it soon! I like that you added individual questions after each section of discussion to clarify understanding. I note you touched on it in your emotional reason section but I'd be particularly interested to see how personal biases would impact would impact one's formation or I guess threshold of empathy, but also, as you mentioned, the bias that would present in a trial and decision-making process as a juror. u3275873 [[User:U3275873|U3275873]] ([[User talk:U3275873|discuss]] • [[Special:Contributions/U3275873|contribs]]) 15:01, 28 August 2026 (UTC) cpg0wrqugdwzt8kp53nnyumvdnt9idf 1 331398 2829301 2824260 2026-08-29T03:18:02Z Jtneill 10242 Topic development feedback 2829301 wikitext text/x-wiki == Possible changes to improve chapter == Hey! Nice work so far. Love the in depth planning. I think it would really help to start making references to academic/research papers for each statement that is made. This should allow you to easily refer back to which article you relied on to make specific statements. Hope that helps a bit. :) [[User:U3236349|U3236349]] ([[User talk:U3236349|discuss]] • [[Special:Contributions/U3236349|contribs]]) 09:50, 22 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure <!-- Other ---> # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # Don't use headings for table (fixed) # Don't use headings for focus questions (fixed) |3= <!-- Overview--> # Very good # A scenario or case study is presented in a feature box with an image at the start of this section ## Remove generic material from the scenario (put this in the overview's problem description or subsequent sections ## Cite the figure in the scenario box <!-- Description --> # An overly detailed description of the problem/topic is planned or presented; keep this brief and user-friendly <!-- Focus questions --> # Focus questions are well-crafted and clearly aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Select and discuss the best theories about this topic <!-- Citations --> # Promising use of citations <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented and captioned <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Promising use of table(s) |7= <!-- References --> <!-- Overall --> # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] ## use dois where available instead of other links |8= <!-- Resources --> <!-- See also --> # See also ## Promising ## Be more selective ## Use internal rather than external links ## Include source in parentheses ## Also link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## Good ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Include source in brackets after link ## Use alphabetical order <!-- User page --> # Basic <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:17, 29 August 2026 (UTC) 0z52151xdpz1ij799g54f7izx6hzgkc 1 331410 2829210 2826356 2026-08-28T22:25:14Z Jtneill 10242 Topic development feedback 2829210 wikitext text/x-wiki == SOCIAL CONTRIBUTION == Hi this is looking really solid I like how you've broken jealousy down into definition, why it varies, why it matters, and management. Nice clear structure. One thing I noticed: in your "Why does jealousy vary?" section, you're talking about individual and relationship factors that affect how people interpret situations but gender and culture aren't mentioned yet as sources of variation. There's a good study by Zandbergen and Brown (2015) that could fit really well here. They found that gender was a stronger predictor of jealousy for emotional cheating, but culture was a stronger predictor for sexual/physical cheating. So it's not just "some people are more jealous than others" the type of threat (emotional vs. sexual) interacts with who the person is (their gender, their cultural background) in different ways. That could be a nice concrete example to support your point that individual/relationship factors shape interpretation. Citation: Zandbergen, D. L., & Brown, S. G. (2015). Culture and gender differences in romantic jealousy. Personality and Individual Differences, 72, 122–127. <nowiki>https://doi.org/10.1016/j.paid.2014.08.035</nowiki> [[User:U3239236|U3239236]] ([[User talk:U3239236|discuss]] • [[Special:Contributions/U3239236|contribs]]) 03:40, 23 August 2026 (UTC) '''GenAI Statement''' I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment: GenAI service name and version: ChatGPT, GPT5.6-Luna Link to the GenAI service: https://www.chatgpt.com Link to conversation: https://chatgpt.com/share/6a8ab5a8-8fc8-83ec-90e0-cfd35742e424 Ways this GenAI service was used: This AI service was used in the brainstorming and planning stages of the assessment to help with structure and condensing for word count. I confirm that I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above and I have cited and referenced any GenAI content in my assessment submission, applying the relevant referencing style. I understand that providing false or misleading information in this Gen AI Acknowledgement Statement my constitute a breach of the University of Canberra (Student Conduct) Rules 2023. -Kayla H --[[User:U3279062|U3279062]] ([[User talk:U3279062|discuss]] • [[Special:Contributions/U3279062|contribs]]) 09:06, 23 August 2026 (UTC) : {{ping|User:U3279062}} The use of genAI needs to be acknowledged in each edit summary when AI content is contributed to Wikiversity as per the unit's [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) == Social Contribution - subheadings == Hi Kayla! Well done for being so far ahead on your chapter already. I find this topic really interesting so I'm excited to come back to read yours after you have finished. I think for the most part it is quite clear and I really like your scenario as it's very relatable and easy to understand the topic. To give some feedback, you mentioned in the discussion forum that you weren't sure if you're repeating yourself too much. I think for the most part it is alright but you have 2 sub headings talking about the potential harm of jealously so maybe these could be combined into 1 subheading. This might make your point stronger and just make the overall reading experience more interesting. I hope this helps! [[User:U3280499|U3280499]] ([[User talk:U3280499|discuss]] • [[Special:Contributions/U3280499|contribs]]) 08:30, 24 August 2026 (UTC) == Social Contribution == Hi there! I'm loving the progress so far on this page. I particularly enjoy that the overview scenario is used throughout. I gave this a quick skim so apologies if this was mentioned, but I think it would be interesting to include how previous experiences in life (eg an individual's parents relationship) or one's own previous experiences within a relationship can influence jealousy. Don't forget to include key points in the conclusion section! I look forward to reading your completed chapter later in the semester! --[[User:U3283302|U3283302]] ([[User talk:U3283302|discuss]] • [[Special:Contributions/U3283302|contribs]]) 07:31, 26 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]; one grammatical error fixed |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] with meaningful headings that clearly relate directly to the core topic. # However, there are too many sub-headings, leading to a dot-point plan which exceeds the maximum word count for the book chapter. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and top-level heading structure <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # A clear description of the problem/topic is planned or presented # I suggest simplifying the description of the topic, to reduce overall word count <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Solid development # Abbreviate the what is romantic jealousy section, to allow the chapter to concentrate on the core questions in the sub-title <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research, however emphasis seems to be stronger on theory than research <!-- Citations --> # Very good use of citations <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Promising use of table(s); cite each table at least once in the main body text |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## include hyperlinked dois |8= <!-- Resources --> <!-- See also --> # See also ## Good ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Very good – at least three different types of contributions with direct link(s) to evidence # Summarise each contribution # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) 7pf8fgtojbjhyrhemstrd782m9kdwrx 2829211 2829210 2026-08-28T22:29:47Z Jtneill 10242 Images 2829211 wikitext text/x-wiki == SOCIAL CONTRIBUTION == Hi this is looking really solid I like how you've broken jealousy down into definition, why it varies, why it matters, and management. Nice clear structure. One thing I noticed: in your "Why does jealousy vary?" section, you're talking about individual and relationship factors that affect how people interpret situations but gender and culture aren't mentioned yet as sources of variation. There's a good study by Zandbergen and Brown (2015) that could fit really well here. They found that gender was a stronger predictor of jealousy for emotional cheating, but culture was a stronger predictor for sexual/physical cheating. So it's not just "some people are more jealous than others" the type of threat (emotional vs. sexual) interacts with who the person is (their gender, their cultural background) in different ways. That could be a nice concrete example to support your point that individual/relationship factors shape interpretation. Citation: Zandbergen, D. L., & Brown, S. G. (2015). Culture and gender differences in romantic jealousy. Personality and Individual Differences, 72, 122–127. <nowiki>https://doi.org/10.1016/j.paid.2014.08.035</nowiki> [[User:U3239236|U3239236]] ([[User talk:U3239236|discuss]] • [[Special:Contributions/U3239236|contribs]]) 03:40, 23 August 2026 (UTC) '''GenAI Statement''' I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment: GenAI service name and version: ChatGPT, GPT5.6-Luna Link to the GenAI service: https://www.chatgpt.com Link to conversation: https://chatgpt.com/share/6a8ab5a8-8fc8-83ec-90e0-cfd35742e424 Ways this GenAI service was used: This AI service was used in the brainstorming and planning stages of the assessment to help with structure and condensing for word count. I confirm that I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above and I have cited and referenced any GenAI content in my assessment submission, applying the relevant referencing style. I understand that providing false or misleading information in this Gen AI Acknowledgement Statement my constitute a breach of the University of Canberra (Student Conduct) Rules 2023. -Kayla H --[[User:U3279062|U3279062]] ([[User talk:U3279062|discuss]] • [[Special:Contributions/U3279062|contribs]]) 09:06, 23 August 2026 (UTC) : {{ping|User:U3279062}} The use of genAI needs to be acknowledged in each edit summary when AI content is contributed to Wikiversity as per the unit's [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) == Social Contribution - subheadings == Hi Kayla! Well done for being so far ahead on your chapter already. I find this topic really interesting so I'm excited to come back to read yours after you have finished. I think for the most part it is quite clear and I really like your scenario as it's very relatable and easy to understand the topic. To give some feedback, you mentioned in the discussion forum that you weren't sure if you're repeating yourself too much. I think for the most part it is alright but you have 2 sub headings talking about the potential harm of jealously so maybe these could be combined into 1 subheading. This might make your point stronger and just make the overall reading experience more interesting. I hope this helps! [[User:U3280499|U3280499]] ([[User talk:U3280499|discuss]] • [[Special:Contributions/U3280499|contribs]]) 08:30, 24 August 2026 (UTC) == Social Contribution == Hi there! I'm loving the progress so far on this page. I particularly enjoy that the overview scenario is used throughout. I gave this a quick skim so apologies if this was mentioned, but I think it would be interesting to include how previous experiences in life (eg an individual's parents relationship) or one's own previous experiences within a relationship can influence jealousy. Don't forget to include key points in the conclusion section! I look forward to reading your completed chapter later in the semester! --[[User:U3283302|U3283302]] ([[User talk:U3283302|discuss]] • [[Special:Contributions/U3283302|contribs]]) 07:31, 26 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]; one grammatical error fixed |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] with meaningful headings that clearly relate directly to the core topic. # However, there are too many sub-headings, leading to a dot-point plan which exceeds the maximum word count for the book chapter. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and top-level heading structure <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # A clear description of the problem/topic is planned or presented # I suggest simplifying the description of the topic, to reduce overall word count <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Solid development # Abbreviate the what is romantic jealousy section, to allow the chapter to concentrate on the core questions in the sub-title <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research, however emphasis seems to be stronger on theory than research <!-- Citations --> # Very good use of citations <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Promising use of table(s); cite each table at least once in the main body text |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## include hyperlinked dois |8= <!-- Resources --> <!-- See also --> # See also ## Good ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Very good – at least three different types of contributions with direct link(s) to evidence # Summarise each contribution # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) ==Images== [[:File:Observation flowchart.pdf|This image]] and [[ File:Jealousy flow chart.pdf|this image]] contain multiple spelling errors. Replace with corrected images. I recommend using .png or .svg for diagrams rather than .pdf. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:29, 28 August 2026 (UTC) budy5kt28gj2zdba5wg9oo7m9bo5idg 2829212 2829211 2026-08-28T22:30:08Z Jtneill 10242 /* Images */ 2829212 wikitext text/x-wiki == SOCIAL CONTRIBUTION == Hi this is looking really solid I like how you've broken jealousy down into definition, why it varies, why it matters, and management. Nice clear structure. One thing I noticed: in your "Why does jealousy vary?" section, you're talking about individual and relationship factors that affect how people interpret situations but gender and culture aren't mentioned yet as sources of variation. There's a good study by Zandbergen and Brown (2015) that could fit really well here. They found that gender was a stronger predictor of jealousy for emotional cheating, but culture was a stronger predictor for sexual/physical cheating. So it's not just "some people are more jealous than others" the type of threat (emotional vs. sexual) interacts with who the person is (their gender, their cultural background) in different ways. That could be a nice concrete example to support your point that individual/relationship factors shape interpretation. Citation: Zandbergen, D. L., & Brown, S. G. (2015). Culture and gender differences in romantic jealousy. Personality and Individual Differences, 72, 122–127. <nowiki>https://doi.org/10.1016/j.paid.2014.08.035</nowiki> [[User:U3239236|U3239236]] ([[User talk:U3239236|discuss]] • [[Special:Contributions/U3239236|contribs]]) 03:40, 23 August 2026 (UTC) '''GenAI Statement''' I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment: GenAI service name and version: ChatGPT, GPT5.6-Luna Link to the GenAI service: https://www.chatgpt.com Link to conversation: https://chatgpt.com/share/6a8ab5a8-8fc8-83ec-90e0-cfd35742e424 Ways this GenAI service was used: This AI service was used in the brainstorming and planning stages of the assessment to help with structure and condensing for word count. I confirm that I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above and I have cited and referenced any GenAI content in my assessment submission, applying the relevant referencing style. I understand that providing false or misleading information in this Gen AI Acknowledgement Statement my constitute a breach of the University of Canberra (Student Conduct) Rules 2023. -Kayla H --[[User:U3279062|U3279062]] ([[User talk:U3279062|discuss]] • [[Special:Contributions/U3279062|contribs]]) 09:06, 23 August 2026 (UTC) : {{ping|User:U3279062}} The use of genAI needs to be acknowledged in each edit summary when AI content is contributed to Wikiversity as per the unit's [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) == Social Contribution - subheadings == Hi Kayla! Well done for being so far ahead on your chapter already. I find this topic really interesting so I'm excited to come back to read yours after you have finished. I think for the most part it is quite clear and I really like your scenario as it's very relatable and easy to understand the topic. To give some feedback, you mentioned in the discussion forum that you weren't sure if you're repeating yourself too much. I think for the most part it is alright but you have 2 sub headings talking about the potential harm of jealously so maybe these could be combined into 1 subheading. This might make your point stronger and just make the overall reading experience more interesting. I hope this helps! [[User:U3280499|U3280499]] ([[User talk:U3280499|discuss]] • [[Special:Contributions/U3280499|contribs]]) 08:30, 24 August 2026 (UTC) == Social Contribution == Hi there! I'm loving the progress so far on this page. I particularly enjoy that the overview scenario is used throughout. I gave this a quick skim so apologies if this was mentioned, but I think it would be interesting to include how previous experiences in life (eg an individual's parents relationship) or one's own previous experiences within a relationship can influence jealousy. Don't forget to include key points in the conclusion section! I look forward to reading your completed chapter later in the semester! --[[User:U3283302|U3283302]] ([[User talk:U3283302|discuss]] • [[Special:Contributions/U3283302|contribs]]) 07:31, 26 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]; one grammatical error fixed |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] with meaningful headings that clearly relate directly to the core topic. # However, there are too many sub-headings, leading to a dot-point plan which exceeds the maximum word count for the book chapter. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and top-level heading structure <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # A clear description of the problem/topic is planned or presented # I suggest simplifying the description of the topic, to reduce overall word count <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Solid development # Abbreviate the what is romantic jealousy section, to allow the chapter to concentrate on the core questions in the sub-title <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research, however emphasis seems to be stronger on theory than research <!-- Citations --> # Very good use of citations <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Promising use of table(s); cite each table at least once in the main body text |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## include hyperlinked dois |8= <!-- Resources --> <!-- See also --> # See also ## Good ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Very good – at least three different types of contributions with direct link(s) to evidence # Summarise each contribution # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:25, 28 August 2026 (UTC) ==Images== [[:File:Observation flowchart.pdf|This image]] and [[:File:Jealousy flow chart.pdf|this image]] contain multiple spelling errors. Replace with corrected images. I recommend using .png or .svg for diagrams rather than .pdf. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:29, 28 August 2026 (UTC) noj8wj8qen1dz5bberkm4pjpotrxxuh 1 331433 2829406 2825044 2026-08-29T11:01:37Z Jtneill 10242 Topic development feedback 2829406 wikitext text/x-wiki == Helpful resources == Hi there! I thought your topic was super interesting that it made me do my own research to learn more about this. https://www.sciencedirect.com/science/chapter/bookseries/abs/pii/B9780123864918000098 - this website can actually be accessed through UC library and was a very interesting read and quite relevant to your scenario and overall research https://pmc.ncbi.nlm.nih.gov/articles/PMC9923428/ - and this cite had really good visual representations on your topic to help with figures and or statistics [[User:U3275909|U3275909]] ([[User talk:U3275909|discuss]] • [[Special:Contributions/U3275909|contribs]]) 05:46, 24 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement <!-- Alignment with focus questions --> # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Reasonably good alignment between focus questions and heading structure, but consider closer alignment |4= <!-- Key points--> <!-- Overall --> # Key points are well developed for each section # No development # Provide more edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Good balance of theory and research <!-- Citations --> # Excellent use of citations <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Excellent use of table(s) |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Citations --> # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## Very good ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Very good ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |9= <!-- User page --> # Used effectively <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:01, 29 August 2026 (UTC) burvkis83mw37t8312s5yc8k695d52i 1 331471 2829318 2825453 2026-08-29T04:44:34Z Jtneill 10242 Topic development feedback 2829318 wikitext text/x-wiki == Feedback on topic development == Hi, I really like how you have explained both the positive and negative effects that growth mindsets can have. Your discussion of growth mindsets gives the chapter a balanced perspective. I also found your comparison table helpful because it clearly shows the differences between fixed and growth mindsets. One suggestion would be to go over some of the wording and spelling throughout the chapter to improve clarity. Overall, your headings and key points provide a clear structure for developing the final chapter. [[User:U3253354|U3253354]] ([[User talk:U3253354|discuss]] • [[Special:Contributions/U3253354|contribs]]) 02:17, 25 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A clear description of the problem/topic is planned or presented <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Writing style --> # The writing style is clear and easy to follow <!-- Theory and research --> # Good balance of theory and research <!-- Citations --> # Promising use of citations <!-- Other --> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well underway |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Expand the size of Figure 2 <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text <!-- Cite --> # Figure(s) are cited at least once in the main text # Use APA style (e.g., see Figure 2) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Promising use of table(s) # Include citations to support claims in Table 1 # Add Table 1 caption # Cite each table at least once in the text # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? |8= <!-- Resources --> <!-- See also --> # See also ## Excellent <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- User page --> # Excellent <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] - the link provided didn't go to evidence of your contribution }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:44, 29 August 2026 (UTC) 2kkx3jtkbnb6sunj89usoa2eioso2vy 1 331472 2829228 2825455 2026-08-28T23:38:20Z Jtneill 10242 Topic development feedback 2829228 wikitext text/x-wiki == Feedback on chapter clarity == Hi, I really liked how you have used Ash’s swimming scenario throughout the chapter to connect self-concept and motivation to a clear example. The use of psychological theories and research also provides support for the key ideas. One suggestion would be to simplify some of the more detailed sections where several theories and studies are discussed together. This could make the main points clearer and easier to follow and understand. Well done you have done an amazing job altogether!! [[User:U3253354|U3253354]] ([[User talk:U3253354|discuss]] • [[Special:Contributions/U3253354|contribs]]) 02:36, 25 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # There may be too many sub-headings given that the plan already exceeds the maximum word count for a full chapter e.g., consider simplifying the "understanding self-concept" section (i.e., summarise and link to other resources). # There are two "The influence of motivation on self-concept" headings # Good to see the intervention section; but this content could be probably be condensed e.g., into some case studies/feature boxes to highlight activities to try <!-- Alignment with focus questions --> # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A clear description of the problem/topic is planned or presented # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Promising focus questions # Develop closer alignment between the sub-title, focus questions, and top-level headings |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # The scope is excellent (i.e., not too little/narrow or too big/broad) # However, it is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research <!-- Citations --> # Excellent use of citations <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Creation --> # Well done on creating and uploading your own image! {{smile}} |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies <!-- Tables --> # Promising use of table(s); I suggest using a table to summarise the relation between SC and M (i.e., directly address the topic) (rather than on general SC info) |7= <!-- References --> <!-- Overall --> # Excellent <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Use alphabetical order <!-- External links --> # External links ## Very good ## Use [[w:Letter case#Sentence casing|sentence casing]] <!-- User page --> # Excellent <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) <!-- Link to book chapter --> # A link to the book chapter is provided <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:38, 28 August 2026 (UTC) keykvrys3lw3hbs6wh3jy195xsk88qw 0 331479 2829045 2829043 2026-08-28T12:03:33Z Tofu05 3106606 added quiz 2829045 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}}[[File:Marriage-story.jpg|thumb|Marriage-story '''Figure 1'''. Scene from Marriage Story of Charlie and Nicole's argument]] '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see '''Figure 1'''). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}}'''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected. *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993)  suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation best demonstrates the potential effects of emotional flooding during relationship conflict?:} - A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. - A couple disagrees and later reaches a compromise. - One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1= }} Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. <nowiki>https://doi.org/10.3389/fpsyg.2023.1217513</nowiki> Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. ''SAGE Open'', ''15''(3). <nowiki>https://doi.org/10.1177/21582440251358988</nowiki> Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. <nowiki>https://doi.org/10.1007/s10802-016-0137-9</nowiki> Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. <nowiki>https://doi.org/10.1037//0893-3200.7.1.57</nowiki> Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. <nowiki>https://doi.org/10.1177/1066480717710650</nowiki> Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. <nowiki>https://doi.org/10.1037/fam0000584</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 21ea0juigk612p80vg4kml6vsmgq0jo 2829046 2829045 2026-08-28T12:05:16Z Tofu05 3106606 2829046 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}}[[File:Marriage-story.jpg|thumb|Marriage-story '''Figure 1'''. Scene from Marriage Story of Charlie and Nicole's argument]] '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see '''Figure 1'''). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}}'''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected. *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993)  suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1= }} Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. <nowiki>https://doi.org/10.3389/fpsyg.2023.1217513</nowiki> Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. ''SAGE Open'', ''15''(3). <nowiki>https://doi.org/10.1177/21582440251358988</nowiki> Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. <nowiki>https://doi.org/10.1007/s10802-016-0137-9</nowiki> Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. <nowiki>https://doi.org/10.1037//0893-3200.7.1.57</nowiki> Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. <nowiki>https://doi.org/10.1177/1066480717710650</nowiki> Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. <nowiki>https://doi.org/10.1037/fam0000584</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 07i5liq3a6c2ckqplday5slis3h0ggc 2829050 2829046 2026-08-28T12:12:59Z Tofu05 3106606 /* See also */ 2829050 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}}[[File:Marriage-story.jpg|thumb|Marriage-story '''Figure 1'''. Scene from Marriage Story of Charlie and Nicole's argument]] '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see '''Figure 1'''). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}}'''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected. *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993)  suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [https://www.researchgate.net/publication/389403883_The_Relationships_between_Love_Styles_and_Satisfaction_in_Romantic_Relationships_The_Mediating_Role_of_Intimacy The Relationships between Love Styles and Satisfaction in Romantic Relationships: The Mediating Role of Intimacy] (External) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1= }} Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. <nowiki>https://doi.org/10.3389/fpsyg.2023.1217513</nowiki> Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. ''SAGE Open'', ''15''(3). <nowiki>https://doi.org/10.1177/21582440251358988</nowiki> Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. <nowiki>https://doi.org/10.1007/s10802-016-0137-9</nowiki> Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. <nowiki>https://doi.org/10.1037//0893-3200.7.1.57</nowiki> Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. <nowiki>https://doi.org/10.1177/1066480717710650</nowiki> Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. <nowiki>https://doi.org/10.1037/fam0000584</nowiki> {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] e7fpg1c34p55kjp939liaqrp0txpxfj 2829057 2829050 2026-08-28T12:28:36Z Tofu05 3106606 /* See also */ 2829057 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}}[[File:Marriage-story.jpg|thumb|Marriage-story '''Figure 1'''. Scene from Marriage Story of Charlie and Nicole's argument]] '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see '''Figure 1'''). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}}'''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected. *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993)  suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|'''Love styles and relationships; How do love styles influence relationship satisfaction and stability?''']] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. {{Hanging indent|1=Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3v4ekbo87yfykktlsnt9z6tu4uajvpz 2829058 2829057 2026-08-28T12:33:24Z Tofu05 3106606 2829058 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}}[[File:Marriage-story.jpg|thumb|Marriage-story '''Figure 1'''. Scene from Marriage Story of Charlie and Nicole's argument]] '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see '''Figure 1'''). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}}'''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected. *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993)  suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|'''Love styles and relationships; How do love styles influence relationship satisfaction and stability?''']] (Wikipedia) ==References== {{Hanging indent|1=Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 6uqwrnd23jchkkq5flctzh7ueg14og9 2 331483 2829076 2825672 2026-08-28T13:04:10Z Tofu05 3106606 2829076 wikitext text/x-wiki == About me == My name is Aashana, I am a third year student studying a Bachelor of Science in Psychology at the [[University of Canberra]] [[File:IMG Tofu.jpg|thumb|My cat Tofu]] My hobbies include: * Art * Crochet * Sewing * Cooking I have a cat named Tofu. == Book chapter == I am currently working on a book chapter for the unit 'Motivation and Emotion (7124)' for semester 2, 2026. My book chapter is: [[Motivation and emotion/Book/2026/Emotional flooding in relationships|Emotional flooding in relationships: Why does emotional flooding occur, how does it affect relationships, and what can be done about it?]] == Social contributions == # '''Response to discussion''' - Classmate seeking personal response to their topic - [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190?entry_id=810783 evidence] # '''Talk page discussion''' - Asked a question about their topic - [[Talk:Motivation and emotion/Book/2026/Love styles and relationships#c-Tofu05-20260828122300-Question about your topic and internal link|evidence]] # '''Add to discussion''' - Responded to a class mate seeking feedback - [[Talk:Motivation and emotion/Book/2026/Wisdom, motivation, and emotion#c-Tofu05-20260828124900-Response to discussion question for feedback|evidence]] b95381e6op5isz754kglo2fc10vs6uc 1 331526 2829353 2828813 2026-08-29T06:26:08Z Jtneill 10242 Topic development feedback 2829353 wikitext text/x-wiki ==Overview== I just thought you could provide a link to what sex work is as you have already done for sex. This might help engage readers. For this part here: 'Sex workers rights activists proclaim' you could benefit from using 'pro-sex work activists' to help it flow a little better. Keep up the good work!--[[User:Lilfish215|Lilfish215]] ([[User talk:Lilfish215|discuss]] • [[Special:Contributions/Lilfish215|contribs]]) 22:35, 27 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Remove links from headings <!-- Alignment with focus questions --> # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Revise/reword/integrate FQs 2 and 3 and improve alignment with headings |4= <!-- Key points--> <!-- Overall --> # Promising development # Excellent questions # Plan answers based on theory and research # See Tutorial 2 for how to do bullet-points # Provide more detailed edit summaries <!-- Scope --> # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Insufficient use of citations <!-- Conclusion --> # Conclusion is underway # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Remove links from headings and captions <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Promising use of table(s) # Include citations to support data |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Citations --> # All references need in-text citation <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] ## include hyperlinked dois |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Move academic sources into the "References" sections and provide in-text citation ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Used effectively <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:26, 29 August 2026 (UTC) ishqly9nf9g1dics691z25gb8uoma62 2 331581 2829352 2827464 2026-08-29T06:21:08Z Kelp14 3110035 Replaced content with "'''User Page''' I am a student at the University of Canberra studying psychology. I work full time in healthcare. I despise Wikiversity :)" 2829352 wikitext text/x-wiki '''User Page''' I am a student at the University of Canberra studying psychology. I work full time in healthcare. I despise Wikiversity :) dzja9eadd10w9z7h2i0b6w79p7tfmsy 1 331591 2829392 2827829 2026-08-29T08:21:24Z Jtneill 10242 Topic development feedback 2829392 wikitext text/x-wiki == feedback == hey there! I found your book chapter insightful. I chose to look at your chapter as it interested me and I enjoyed reading about the basic psychological needs and how exercise is so important for not only our bodies but our mind. I related to the feeling of connection as i connect with others through sport teams or through social media influencers that are inspiring. This is what drives my motivation. Thank you for your insight. [[User:Pinkk47|Pinkk47]] ([[User talk:Pinkk47|discuss]] • [[Special:Contributions/Pinkk47|contribs]]) 10:19, 27 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Heading structure --> # Excellent [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) – consider using a 2-level structure for larger section(s) (i.e., including subheadings) # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Good <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # The scenario could more clearly illustrate the topic <!-- Description --> # A promising description of the problem/topic is planned or presented <!-- Style --> # Use present, rather than future, tense <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Promising development # Perhaps also consider need frustration and need satisfaction # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Promising balance of theory and research <!-- Citations --> # Promising use of citations <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway # Avoid specific citations; provide a synthesis of evidence # Are all three needs equally important? # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented and captioned <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Promising use of table(s) # Taylor the table to focus more directly on the topic |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # At least one relevant systematic review and/or meta-analysis has been identified <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## Excellent # External links |9= <!-- User page --> # Basic <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:21, 29 August 2026 (UTC) 6g9m0dyvmkwcioqk963yx66f6dhrrq6 0 331620 2829061 2828527 2026-08-28T12:35:32Z U3281277 3109857 2829061 wikitext text/x-wiki {{title|Self-blame and Emotion:<br> How does self-blame influence emotional responses to negative events? }} <div align=center> ==Overview== {{RoundBoxTop|theme=12}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] dcr4m2us2oqxhtuxf2epkptkcjo2cra 2829078 2829061 2026-08-28T13:11:05Z U3281277 3109857 /* Overview */ 2829078 wikitext text/x-wiki {{title|Self-blame and Emotion:<br> How does self-blame influence emotional responses to negative events? }} <div align=center> ==Overview== {{RoundBoxTop|theme=12}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] '''Imagine this...''' You are a university student who has just received a disappointing grade on an assignment you worked hard on. Your first thought is, "I should have started earlier. I didn't prepare well enough." As you continue thinking about the result, your thoughts become more personal, "maybe I'm just not smart enough to do well at university." You begin to feel guilty about how you prepared, ashamed of your performance, and anxious about your next assignment. Both reactions involve blaming yourself for the same negative event, but are they psychologically the same? Blaming a specific behaviour may have different emotional consequences from blaming an enduring characteristic of yourself. How might these different forms of self-blame influence your emotions and how you respond to future setbacks? As illustrated in Figure 1, negative events can prompt self-evaluation and self-blame, potentially shaping the emotions that follow. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] qqxx5lvtzlq940oaagyfr4n0x5k5ec9 2829082 2829078 2026-08-28T13:27:58Z U3281277 3109857 /* Overview */ 2829082 wikitext text/x-wiki {{title|Self-blame and Emotion:<br> How does self-blame influence emotional responses to negative events? }} <div align=center> ==Overview== {{RoundBoxTop|theme=12}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] '''Imagine this...''' You are a university student who has just received a disappointing grade on an assignment you worked hard on. Your first thought is, "I should have started earlier. I didn't prepare well enough." As you continue thinking about the result, your thoughts become more personal, "maybe I'm just not smart enough to do well at university." You begin to feel guilty about how you prepared, ashamed of your performance, and anxious about your next assignment. Both reactions involve blaming yourself for the same negative event, but are they psychologically the same? Blaming a specific behaviour may have different emotional consequences from blaming an enduring characteristic of yourself. How might these different forms of self-blame influence your emotions and how you respond to future setbacks? As illustrated in Figure 1, negative events can prompt self-evaluation and self-blame, potentially shaping the emotions that follow. This chapter explores self-blame and how it can influence emotional responses following negative events. Self-blame is a common way of making sense of difficult experiences, particularly when individuals perceive themselves as responsible for what has happened. However, self-blame does not always affect emotions in the same way. The way responsibility is attributed to oneself can shape emotional experiences such as guilt, shame, sadness, and anxiety, and may influence how an individual responds to future challenges. By examining different forms of self-blame and the psychological theories that explain them, tis chapter considers why self-blame may contribute to both adaptive and maladaptive emotional responses. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] bkvi1je1vklcnamoiww9qo0q5ntxz9f 0 331630 2829144 2828970 2026-08-28T15:20:45Z U3275873 3110137 /* References */ 2829144 wikitext text/x-wiki {{title|Reinforcement Sensitivity Theory<br>The Role of Reward, Threat, and Motivation in Behaviour}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}Imagine two students are given the opportunity to give a presentation in front of their class. Student A is excited about the possibility of receiving praise from the teacher and getting a good grade, so they confidently put their hand up first to present. This shows a stronger Behavioural Activation System (BAS) response to the reward. Student B becomes nervous because they are worried about making a mistake and being judged, so they hesitate more and consider the possible consequences of not doing a good job. This demonstrates the Behavioural Inhibition System (BIS). If Student B felt an immediate need to escape the situation because they felt threatened, this then could involve the Fight–Flight–Freeze System (FFFS).{{RoundBoxBottom}} Reinforcement Sensitivity Theory (RST) was developed by British psychologist Jeffrey Gray to explain individual differences in personality and behaviour based on sensitivity to rewards and threats. Gray originally proposed that people would respond differently to environmental stimuli because of differences in three motivational systems (Gray, 1982''')''': '''Behavioural Activation System (BAS),''' which motivates approach towards rewards; the '''Behavioural Inhibition System (BIS'''), which responds to conflict and potential threats; and the '''Fight–Flight–Freeze System (FFFS)''', which responds to immediate threats and punishment. Overall, RST suggests that these systems influence how individuals make decisions as well as respond emotionally and behaviour in different situations '''('''Gray & McNaughton, 2000). {{RoundBoxTop|theme=3}} '''Focus questions''' What is Reinforcement Sensitivity Theory (RST), and who developed it? How do the BAS, BIS, and FFFS influence behaviour? How does sensitivity to reward and punishment differ between individuals? How can RST explain differences in personality and emotional responses? How can RST be applied to real-life situations and everyday behaviour? {{cross}}{{tick}}{{RoundBoxBottom}} * ==Reinforcement Sensitivity Theory == * Developed by '''Jeffrey Gray'''. * Explains individual differences in personality and behaviour. * Suggests people respond differently to rewards, punishment, and threats. * Focuses on three main brain-based systems: ** '''BAS (Behavioural Activation System):''' motivates behaviour towards rewards and positive outcomes. ** '''BIS (Behavioural Inhibition System):''' responds to conflict, uncertainty, and potential threats, causing caution and anxiety. ** '''FFFS (Fight–Flight–Freeze System):''' responds to immediate threats and punishment, leading to defensive behaviours. * [[File:Reinforcement learning diagram.svg|thumb|140x140px|'''Figure 2'''. Example of an image with a descriptive caption.]]People with higher sensitivity in different systems may behave and react differently in the same situation. * RST is used to help explain personality, motivation, emotions, and decision-making. == Behavioural Activation System == * BAS stands for Behavioural Activation System and is one of the main motivational systems in Jeffrey Gray’s Reinforcement Sensitivity Theory (RST). * The BAS is primarily concerned with '''r'''eward sensitivit'''y''' and encourages individuals to move '''t'''owards desirable or rewarding outcome'''s'''. * It becomes activated when someone perceives that they may be able to '''o'''btain something they want, such as money, social approval, success, food, or new experiences. * BAS is associated with approach behaviour, meaning it motivates a person to take action rather than avoid or remove themselves from a situation. * The BAS is particularly important when a reward is anticipated but has not yet been obtained. For example, the possibility of receiving a good grade can motivate someone to study. * A person with high BAS sensitivity may respond more strongly to opportunities for reward and may be more likely to: ** Seek out exciting or enjoyable experiences ** Take opportunities that could lead to positive outcomes ** Be motivated by praise, achievement, or recognition ** Act quickly when a rewarding opportunity appears (Corr, 2008). == Fight-Flight-Freeze System == * FFFS stands for Fight–Flight–Freeze System and is one of the three major systems in the revised Reinforcement Sensitivity Theory (RST). * It was developed from Jeffrey Gray’s revised RST, particularly through the work of Gray and McNaughton (2000). * The FFFS is responsible for responding to aversive stimuli, threats, and punishment. * Unlike the BIS, which is mainly associated with conflict and uncertainty, the FFFS responds to a clear and immediate threat. * Its main function is to protect the individual by triggering defensive behaviours. * The three main responses are: ** Fight: confronting the source of the threat. ** Flight: escaping away from the threat. ** Freeze: becoming still or unable to immediately respond when faced with a threat. * The FFFS is associated with emotions such as fear and panic. * People who are highly sensitive to the FFFS may be more likely to notice threats and respond strongly to situations involving danger or punishment. * FFFS activation can occur very quickly because it is focused on immediate threat detection and avoidance. == Behavioural Inhibition System == * BIS stands for Behavioural Inhibition System and is one of the three major systems in the revised Reinforcement Sensitivity Theory (RST). * The BIS was proposed to explain how people respond to conflict, uncertainty, and potential threats. * The BIS is activated when a person experiences competing goals, such as wanting to approach something but also wanting to avoid it. * Its main function is to pause or inhibit ongoing behaviour so the person can assess the situation before deciding what to do. * The BIS is strongly associated with anxiety, worry, caution, and increased attention. * Rather than immediately causing someone to escape, the BIS encourages them to stop, evaluate, and consider possible consequences. * BIS activation can occur when there is: ** Approach–avoidance conflict — wanting something but being worried about the consequences. ** Avoidance–avoidance conflict — having to choose between two unpleasant options. ** Uncertainty about what might happen. ** Potential punishment or negative consequences.(Gray, 1982; Gray & McNaughton, 2000; Corr, 2008) == Figures == * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Anxiety]] (Wikiversity) [[wikipedia:Gray's_biopsychological_theory_of_personality|Jeffery Gray's Behavioural Action/Inhibition Theory]] (Wikiversity) [[wikipedia:Reinforcement_sensitivity_theory|Reinforcement Sensitivity Theory]] (Wikipedia) ==References== Corr, P. J. (Ed.). (2008). ''The reinforcement sensitivity theory of personality''. Cambridge University Press. [[doi:10.1017/CBO9780511819384|https://doi.org/10.1017/CBO9780511819389]] Gray, J. A. (1982). ''The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system''. Oxford University Press. Gray, J. A., & McNaughton, N. (2000). ''The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system'' (2nd ed.). Oxford University Press. Smillie, L. D., Pickering, A. D., & Jackson, C. J. (2006). The new Reinforcement Sensitivity Theory: Implications for personality measurement. ''Personality and Social Psychology Review, 10''(4), 320–335. https://doi.org/10.1207/s15327957pspr1004_3 ==External links== [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Reward]] e9clh34wucbw960c4quxvgjqirs4m2n 0 331638 2829085 2828903 2026-08-28T13:38:59Z U32714291 3110125 /* Overview */ 2829085 wikitext text/x-wiki {{title|Scarcity versus abundance mindset<br>How do scarcity and abundance mindsets develop and what are the motivational consequences?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}}A university student has limited money and several assessment deadlines. Because both time and money feel scarce, the student concentrates mainly on the most urgent task while giving less attention to sleep, future assignments and longer-term planning.{{RoundBoxBottom}} * Scarcity can influence attention, decision-making, motivation and emotional experiences. * When resources feel limited, immediate goals may become more important while longer-term goals receive less attention. * Understanding scarcity and perceived abundance may help explain why motivation changes depending on a person's circumstances. {{RoundBoxTop|theme=3}} '''Focus questions''' #What are scarcity and abundance mindsets? #How do scarcity and abundance mindsets develop? # How do they influence motivation and emotion? # What are the benefits and costs of scarcity? # Can scarcity-focused thinking be changed?{{cross}}{{tick}}{{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * Understanding scarcity and abundance mindsets * How scarcity and abundance mindsets develop * Motivational and emotional consequences * Can scarcity-focused thinking be changed? * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] == Understanding scarcity and abundance mindsets == * Scarcity = perceived shortage of an important resource such as money, time or opportunity (Shah et al., 2012). * Scarcity can lead to tunnelling, where attention is focused on the immediate shortage (Shah et al., 2012). * Abundance can be understood as perceived resource sufficiency rather than simply the opposite of scarcity (Huijsmans et al., 2019). == How scarcity and abundance mindsets develop == * Scarcity is influenced by repeated experiences of limited resources (Shah et al., 2012). * Financial pressure can occupy attention and affect cognitive performance (Mani et al., 2013). * Previous experiences of abundance or scarcity may influence how current resources are perceived (Huijsmans et al., 2019). == Motivational and emotional consequences == * Scarcity can increase immediate focus and effort, but may reduce attention to other goals (Shah et al., 2012). * Scarcity may increase distraction and reduce cognitive control in some situations (Zhang et al., 2023). * Autonomy, competence and relatedness may support motivation even when resources are limited (van Egmond et al., 2017). == Can scarcity-focused thinking be changed? == * Reducing actual resource shortages may be more effective than simply encouraging positive thinking (de Bruijn & Antonides, 2022). * Supporting autonomy, competence and relatedness may help maintain motivation (van Egmond et al., 2017). * More research is needed before “abundance mindset” is treated as a proven psychological intervention. ==Figures== [[File:Scarcity vs abundance.png|thumb|360x360px|'''Figure 1'''. Proposed relationship between perceived resource availability and motivational outcomes.]] ; ; ; '''Table 1''' The table below summarise key differences between scarcity-focused and resource-sufficient states and how they may influence motivation and goal pursuit. {| class="wikitable" |+ !Scarcity !Abundance ! rowspan="4" | |- |Focus on what is lacking |Less focus on shortage |- |Immediate goals become more important |More goals can be considered |- |Can increase short-term effort |May support broader planning |} ; ==Conclusion== * Scarcity can increase short-term focus but may narrow attention. * Its effects depend on context and resource availability. * Abundance is better treated as perceived resource sufficiency than as a guaranteed positive mindset. ==References== de Bruijn, E.-J., & Antonides, G. (2022). Poverty and economic decision making: A review of scarcity theory. ''Theory and Decision, 92'', 5–37. <nowiki>https://doi.org/10.1007/s11238-021-09802-7</nowiki> Huijsmans, I., Ma, I., Micheli, L., Civai, C., Stallen, M., & Sanfey, A. G. (2019). A scarcity mindset alters neural processing underlying consumer decision making. ''Proceedings of the National Academy of Sciences, 116''(24), 11699–11704. <nowiki>https://doi.org/10.1073/pnas.1818572116</nowiki> Laforet, B., Carrera, P., & Caballero, A. (2024). Breaking self-focused orientation in people who perceive economic scarcity: The influence of transcendent motivation to promote an abstract mindset and prosocial behavioral intentions. ''Scandinavian Journal of Psychology, 65''(4), 607–616. <nowiki>https://doi.org/10.1111/sjop.13009</nowiki> Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes cognitive function. ''Science, 341''(6149), 976–980. <nowiki>https://doi.org/10.1126/science.1238041</nowiki> Shah, A. K., Mullainathan, S., & Shafir, E. (2012). Some consequences of having too little. ''Science, 338''(6107), 682–685. <nowiki>https://doi.org/10.1126/science.1222426</nowiki> van Egmond, M. C., Navarrete Berges, A., Omarshah, T., & Benton, J. (2017). The role of intrinsic motivation and the satisfaction of basic psychological needs under conditions of severe resource scarcity. ''Psychological Science, 28''(6), 822–828. <nowiki>https://doi.org/10.1177/0956797617698138</nowiki> Zhang, L., Xu, M., Du, X., Yang, Q., & Qiao, L. (2023). Scarcity mindset impairs distractor suppression but not target enhancement in selective attention: Evidence from ERPs. ''Neuropsychologia, 191'', 108739. <nowiki>https://doi.org/10.1016/j.neuropsychologia.2023.108739</nowiki> ==External links== * [https://www.apa.org/monitor/2014/02/scarcity The psychology of scarcity] — American Psychological Association * [https://behavioralscientist.org/scarcity-excerpt-mullainathan-shafir/ Scarcity: Why Having Too Little Means So Much] — Behavioral Scientist [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Scarcity]] 76t1buywyigzbmm68rwzpweol3u19yl 0 331639 2829348 2828937 2026-08-29T06:10:26Z Kelp14 3110035 2829348 wikitext text/x-wiki {{title|Effort regulation and cost-benefit decision-making How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit?}} __TOC__ ==Overview== * {{RoundBoxTop|theme=3}} '''Focus questions''' 1. What makes effort costly and beneficial during goal pursuit? 2. How are changing rewards, task demands and opportunity costs translated into effort allocation? 3. How does feedback during goal pursuit cause effort to increase, decrease or change form? 4. What psychological and neural mechanisms support dynamic effort regulation? {{RoundBoxBottom}} '''Key Points:''' • Effort is best understood as an allocation problem rather than a fixed amount of motivation. • Expected benefits include reward magnitude, probability of success, goal importance and progress toward a valued outcome. • Expected costs include cognitive or physical demand, time, fatigue, uncertainty and the opportunity cost of doing something else. • Dynamic regulation occurs because these variables change during goal pursuit, producing new estimates of the value of continued effort. == Effort as a cost-benefit decision == '''Key Points:''' • Effort is treated as a response cost that influences action selection. • The value of an outcome depends partly on how much effort is required to obtain it. • Effort allocation can be rational in the broad sense that control is preferentially deployed where its expected benefits justify its costs. == What changes the cost-benefit calculation? == '''Key points:''' • Reward value is subjective: importance, immediacy and personal relevance can change the benefit of effort. • People are more likely to persist when effort is expected to improve the chance of success. • Task demand, fatigue and competing goals can raise the effective cost of continued effort. == What changes the cost-benefit calculation? == '''Key points:''' • Reward value is subjective: importance, immediacy and personal relevance can change the benefit of effort. • People are more likely to persist when effort is expected to improve the chance of success. • Task demand, fatigue and competing goals can raise the effective cost of continued effort. == Dynamic effort regulation during goal pursuit == '''Key points:''' • Goal pursuit contains repeated opportunities to update effort rather than one irreversible decision. • Feedback can increase or decrease effort depending on how it changes expected benefit and cost. • Strategy switching, breaks and stopping can be forms of adaptive effort regulation rather than simple disengagement. == Figures == [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * ==Learning features== ;Quizzes Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== '''Key points''' • Effort regulation is an ongoing process of updating the expected value of control. • The best level of effort can change even when the goal remains unchanged. • Adaptive goal pursuit involves both persistence and strategic reallocation of effort. ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bailey, M. R., Simpson, E. H., & Balsam, P. D. (2016). Neural substrates underlying effort, time, and risk-based decision making in motivated behavior. Neurobiology of Learning and Memory, 133,191–201. https://doi.org/10.1016/j.nlm.2016.07.015 Edgar, N., da Silva Castanheira, K., Turner, G. R., Spreng, R. N., Vassena, E., & Otto, A. R. (2026). The neural basis of cost-benefit trade-offs in effort investment: A quantitative activation likelihood estimation meta-analysis. Cognitive, Affective, & Behavioral Neuroscience. https://doi.org/10.3758/s13415-026-01468-4 Gómez Escobar, G., & Mitchell, S. H. (2025). A systematic review of effort discounting research in humans: Current knowledge, recommendations, and future directions. Judgment and Decision Making, 20, 1–33. https://doi.org/10.1017/jdm.2025.10009 Salamone, J. D., & Correa, M. (2024). The neurobiology of activational aspects of motivation: Exertion of effort, effort-based decision making, and the role of dopamine. Annual Review of Psychology, 75, 1–32. https://doi.org/10.1146/annurev-psych-020223-012208 Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T. L., Cohen, J. D., & Botvinick, M. M. (2017). Toward a rational and mechanistic account of mental effort. Annual Review of Neuroscience, 40, 99–124. https://doi.org/10.1146/annurev-neuro-072116-031526 Westbrook, A., & Braver, T. S. (2015). Cognitive effort: A neuroeconomic approach. Cognitive, Affective, & Behavioral Neuroscience, 15(2), 395–415. https://doi.org/10.3758/s13415-015-033 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] d3a58bfk5culho1ctzoliqpev81njs5 2829355 2829348 2026-08-29T06:30:38Z Kelp14 3110035 2829355 wikitext text/x-wiki {{title|Effort regulation and cost-benefit decision-making How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit?}} __TOC__ ==Overview== *[[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] {{RoundBoxTop|theme=3}} '''Focus questions''' 1. What makes effort costly and beneficial during goal pursuit? 2. How are changing rewards, task demands and opportunity costs translated into effort allocation? 3. How does feedback during goal pursuit cause effort to increase, decrease or change form? 4. What psychological and neural mechanisms support dynamic effort regulation? {{RoundBoxBottom}} '''Key Points:''' • Effort is best understood as an allocation problem rather than a fixed amount of motivation. • Expected benefits include reward magnitude, probability of success, goal importance and progress toward a valued outcome. • Expected costs include cognitive or physical demand, time, fatigue, uncertainty and the opportunity cost of doing something else. • Dynamic regulation occurs because these variables change during goal pursuit, producing new estimates of the value of continued effort. == Effort as a cost-benefit decision == '''Key Points:''' • Effort is treated as a response cost that influences action selection. • The value of an outcome depends partly on how much effort is required to obtain it. • Effort allocation can be rational in the broad sense that control is preferentially deployed where its expected benefits justify its costs. ;Quiz Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==What changes the cost-benefit calculation?== '''Key points:''' • Reward value is subjective: importance, immediacy and personal relevance can change the benefit of effort. • People are more likely to persist when effort is expected to improve the chance of success. • Task demand, fatigue and competing goals can raise the effective cost of continued effort. ;Quiz Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==What changes the cost-benefit calculation?== '''Key points:''' • Reward value is subjective: importance, immediacy and personal relevance can change the benefit of effort. • People are more likely to persist when effort is expected to improve the chance of success. • Task demand, fatigue and competing goals can raise the effective cost of continued effort. ;Quiz Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Dynamic effort regulation during goal pursuit== '''Key points:''' • Goal pursuit contains repeated opportunities to update effort rather than one irreversible decision. • Feedback can increase or decrease effort depending on how it changes expected benefit and cost. • Strategy switching, breaks and stopping can be forms of adaptive effort regulation rather than simple disengagement. ; ;Quiz Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== '''Key points''' • Effort regulation is an ongoing process of updating the expected value of control. • The best level of effort can change even when the goal remains unchanged. • Adaptive goal pursuit involves both persistence and strategic reallocation of effort. ==See also== * [[Motivation and emotion/Book|Motivation and emotion book chapters]] (Wikiversity) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Bailey, M. R., Simpson, E. H., & Balsam, P. D. (2016). Neural substrates underlying effort, time, and risk-based decision making in motivated behavior. Neurobiology of Learning and Memory, 133,191–201. https://doi.org/10.1016/j.nlm.2016.07.015 Edgar, N., da Silva Castanheira, K., Turner, G. R., Spreng, R. N., Vassena, E., & Otto, A. R. (2026). The neural basis of cost-benefit trade-offs in effort investment: A quantitative activation likelihood estimation meta-analysis. Cognitive, Affective, & Behavioral Neuroscience. https://doi.org/10.3758/s13415-026-01468-4 Gómez Escobar, G., & Mitchell, S. H. (2025). A systematic review of effort discounting research in humans: Current knowledge, recommendations, and future directions. Judgment and Decision Making, 20, 1–33. https://doi.org/10.1017/jdm.2025.10009 Salamone, J. D., & Correa, M. (2024). The neurobiology of activational aspects of motivation: Exertion of effort, effort-based decision making, and the role of dopamine. Annual Review of Psychology, 75, 1–32. https://doi.org/10.1146/annurev-psych-020223-012208 Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T. L., Cohen, J. D., & Botvinick, M. M. (2017). Toward a rational and mechanistic account of mental effort. Annual Review of Neuroscience, 40, 99–124. https://doi.org/10.1146/annurev-neuro-072116-031526 Westbrook, A., & Braver, T. S. (2015). Cognitive effort: A neuroeconomic approach. Cognitive, Affective, & Behavioral Neuroscience, 15(2), 395–415. https://doi.org/10.3758/s13415-015-033 }} ==External links== * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] fpl6t8gljfwwekg6efwx3f76ywi8op8 0 331641 2829203 2828898 2026-08-28T22:09:05Z U3283812 3106997 /* Emotional Expressivity */ 2829203 wikitext text/x-wiki == Emotional Expressivity == 1. Emotional expressivity 2. The development of emotional expressiveness within relationships, contexts, and how it influences wellbeing. Overview: Case Study: Rob is an energetic and excitable university student studying architecture. At home he is very excited and passionate about his studies. He also enjoys working in groups and talking about buildings. His tutor gets noticeably annoyed when people are too extroverted. When Rob gets distracted talking about building designs, his classmates and tutor tell him off for it. Rob puts in a lot of effort to limit his passion as to not annoy his tutor. This causes Rob to get extremely stressed and exhausted when in this class. He has reported that his enjoyment for his degree has significantly declined since taking this class. This case study is an example of which of the following? A.) Classical Conditioning B.) Masking C.) Emotional Expressivity D.) Cognitive Dissonance Theory Bullet Points. - Emotional expressivity is a psychological term used to describe an individual’s ability to communicate and express their emotions and feelings. They can do this through their facial expressions and behaviours. This is an innate function in humans to help them communicate with each other without the use of words. Human beings rely on communicating to each other through body language. - Emotional expressivity is an imperative aspect in developing and maintaining social relationships. It also has a vital influence on the psychological, physical, and social wellbeing of an individual. The way emotions can be expressed can change across different situations, relationships, and environments. - When an individual does not express their emotions due to fears of social rejection they are masking. Masking is when someone limits or refuses to express emotions through their body language and behaviour because they view said emotions as inappropriate in specific contexts. Masking efforts can be mentally draining, negatively affecting an individual’s wellbeing and ability to express themselves. Study Questions 1.) How does an individual’s emotional expressiveness increase? 2.) Is there a correlation between higher emotional expressivity and higher social connections? 3.) do emotionally expressive individuals have higher wellbeing? 4.) do social and cultural backgrounds influence emotional expressivity 5.) what is masking and how does it affect people? Headings: 1.) Development of Emotional Expressivity - The emotional expressivity of an individual develops throughout childhood and adolescence. This is a time where individuals learn to recognise and regulate their emotions. • Early Childhood and Emotional Development - A child’s ability to express their emotions develops as their understanding of emotions and emotional regulation evolve. - Social Learning theory would suggest that a child learns how to express their emotions by learning from the people around them (Yen, 2022). • Attachment to Caregivers - Bowlby’s attachment theory states that children with a secure and safe attachment towards their caregivers will be able to effectively express their emotions and seek support from their caregivers (McLeod, 2017). - Caregivers can reinforce or discourage emotional expressions and behaviours through their actions. • Acceptable and Unacceptable Emotions - From their caregivers and social learning theory, children can learn that there are certain behaviours that are socially inappropriate that should be avoided in specific circumstances. 2.) Emotional expressivity in relationships - Emotional expressiveness is important for communication in relationships. It can help two individuals communicate their feelings and show attachment and connection. This is important for trust, connection, and satisfaction in relationships. • Emotional suppression in the workplace - Workplaces often expect formal and appropriate behaviours which don’t accommodate emotional expressivity. - Hochschild’s Emotional Labour theory elaborates that employees need to focus on managing their emotional expressions because their jobs require that. This includes expressing emotions that don’t align with how the individual may feel (Yang & Chen, 2020). • Romantic Relationships - Emotional expressivity aids to feelings of intimacy and relationship satisfaction within romantic relationships. - Attachment theory underlines things like attachment styles that influence how partners show affection and attachment (Simpson & Rholes, 2017). • Expressions of Emotions in Friendships - Emotional Expressivity in friendships can underline the trust, empathy, and support in most symbiotic friendships. - Social penetration theory suggests that when friends slowly disclose more information about themselves, it can develop a closer, more interpersonal friendship (Mangus et al., 2020). 3.) Benefits of emotional expressivity on wellbeing - The wellbeing of an individual who is emotionally expressive can be seen through the Biopsychosocial model. • Psychological Wellbeing - Expressing emotions supports psychological wellbeing because it allows individuals to express who they are and how they feel. They can communicate their feelings to others which lowers anxiety. - If an individual is too emotionally expressive their emotions become unregulated which could lead to increased anxiety and spiralling. • Physical Wellbeing - Emotional expressivity can align well with the body’s stress responses, potentially contributing to increased or decreased stress hormones released in the body. This can occur due to the expression or suppression of specific emotions. - Inhibition theory would suggest constant suppression of thoughts, feelings, and expressions can create significant amounts of mental stress. • Social Wellbeing - Emotional expressions increase social wellbeing though social communication aiding in social support and trust. - Social support theory suggests that emotional expression allows individuals to communicate when they need help which enables peers to help. 4.) Emotional Expressivity across different contexts - Emotional expressivity is influenced by different contexts and individual and situational differences. • Gender Differences - Gender roles in society sometimes dictate what emotions and feelings are inappropriate for each gender. - Gender socialisation theory states that individuals learn what behaviours are expected from them and their gender through outlets such as the media, peers and one’s parents (Berke et al., 2018). • Situational Emotional Expression - Individuals may experience the same emotions differently depending on the situation. - Situations may be inappropriate to express a specific behaviour. • Cultural Contexts - Different cultures have different social expectations and norms which influence how emotions are allowed to be expressed. - Individualist and collectivist cultural frameworks are valuable ate differences of emotional expression in different cultures. 5.) Emotional Masking - Emotional masking is the intentional or unintentional suppression of emotional expression to avoid social ridicule or disapproval. • Development of Masking - Masking can develop through social learning theory when individuals learn to mask their behaviours to conform to others. • Masking and the damage to Self - Constant masking can create a disconnect between internal feelings and how an individual presents themselves. - This leads to stress and emotional exhaustion. Case Study: Rob is an energetic and excitable university student studying architecture. At home he is very excited and passionate about his studies. He also enjoys working in groups and talking about buildings. His tutor gets noticeably annoyed when people are too extroverted. When Rob gets distracted talking about building designs, his classmates and tutor tell him off for it. Rob puts in a lot of effort to limit his passion as to not annoy his tutor. This causes Rob to get extremely stressed and exhausted when in this class. He has reported that his enjoyment for his degree has significantly declined since taking this class. This case study is an example of which of the following? A.) Classical Conditioning B.) Masking C.) Emotional Expressivity D.) Cognitive Dissonance Theory Bibliography Berke, D. S., Reidy, D., & Zeichner, A. (2018). Masculinity, emotion regulation, and psychopathology: A critical review and integrated model. Clinical Psychology Review, 66(66), 106–116. https://doi.org/10.1016/j.cpr.2018.01.004Mangus, S. M., Bock, D. E., Jones, E., & Folse, J. A. G. (2020). Examining the effects of mutual information sharing and relationship empathy: A social penetration theory perspective. Journal of Business Research, 109(109), 375–384. https://doi.org/10.1016/j.jbusres.2019.12.019McLeod, S. (2017). Bowlby’s attachment theory. Simplypsychology.Org. https://www.simplypsychology.org/bowlby.html?ezoic_amp=1Simpson, J. A., & Rholes, W. S. (2017). Adult attachment, stress, and romantic relationships. Current Opinion in Psychology, 13, 19–24. https://doi.org/10.1016/j.copsyc.2016.04.006Yang, C., & Chen, A. (2020). Emotional labor: A comprehensive literature review. Human Systems Management, 40(4), 1–26. https://doi.org/10.3233/hsm-200937Yen, S.-J. (2022). Can emotional intelligence be fostered? The perspective of social learning theory. Frontiers in Behavioral Neuroscience, 16. https://doi.org/10.3389/fnbeh.2022.862360 khfpglhp349jgrd1nv2ay4le4s17ook 2829204 2829203 2026-08-28T22:14:18Z U3283812 3106997 /* Emotional Expressivity */ 2829204 wikitext text/x-wiki == Emotional Expressivity == The development of emotional expressiveness within relationships, contexts, and how it influences wellbeing. Overview: Case Study: Rob is an energetic and excitable university student studying architecture. At home he is very excited and passionate about his studies. He also enjoys working in groups and talking about buildings. His tutor gets noticeably annoyed when people are too extroverted. When Rob gets distracted talking about building designs, his classmates and tutor tell him off for it. Rob puts in a lot of effort to limit his passion as to not annoy his tutor. This causes Rob to get extremely stressed and exhausted when in this class. He has reported that his enjoyment for his degree has significantly declined since taking this class. This case study is an example of which of the following? A.) Classical Conditioning B.) Masking C.) Emotional Expressivity D.) Cognitive Dissonance Theory Emotional expressivity is a psychological term used to describe an individual’s ability to communicate and express their emotions and feelings. They can do this through their facial expressions and behaviours. This is an innate function in humans to help them communicate with each other without the use of words. Human beings rely on communicating to each other through body language. - Emotional expressivity is an imperative aspect in developing and maintaining social relationships. It also has a vital influence on the psychological, physical, and social wellbeing of an individual. The way emotions can be expressed can change across different situations, relationships, and environments. - When an individual does not express their emotions due to fears of social rejection they are masking. Masking is when someone limits or refuses to express emotions through their body language and behaviour because they view said emotions as inappropriate in specific contexts. Masking efforts can be mentally draining, negatively affecting an individual’s wellbeing and ability to express themselves. Study Questions 1.) How does an individual’s emotional expressiveness increase? 2.) Is there a correlation between higher emotional expressivity and higher social connections? 3.) do emotionally expressive individuals have higher wellbeing? 4.) do social and cultural backgrounds influence emotional expressivity 5.) what is masking and how does it affect people? Headings: 1.) Development of Emotional Expressivity - The emotional expressivity of an individual develops throughout childhood and adolescence. This is a time where individuals learn to recognise and regulate their emotions. • Early Childhood and Emotional Development - A child’s ability to express their emotions develops as their understanding of emotions and emotional regulation evolve. - Social Learning theory would suggest that a child learns how to express their emotions by learning from the people around them (Yen, 2022). • Attachment to Caregivers - Bowlby’s attachment theory states that children with a secure and safe attachment towards their caregivers will be able to effectively express their emotions and seek support from their caregivers (McLeod, 2017). - Caregivers can reinforce or discourage emotional expressions and behaviours through their actions. • Acceptable and Unacceptable Emotions - From their caregivers and social learning theory, children can learn that there are certain behaviours that are socially inappropriate that should be avoided in specific circumstances. 2.) Emotional expressivity in relationships - Emotional expressiveness is important for communication in relationships. It can help two individuals communicate their feelings and show attachment and connection. This is important for trust, connection, and satisfaction in relationships. • Emotional suppression in the workplace - Workplaces often expect formal and appropriate behaviours which don’t accommodate emotional expressivity. - Hochschild’s Emotional Labour theory elaborates that employees need to focus on managing their emotional expressions because their jobs require that. This includes expressing emotions that don’t align with how the individual may feel (Yang & Chen, 2020). • Romantic Relationships - Emotional expressivity aids to feelings of intimacy and relationship satisfaction within romantic relationships. - Attachment theory underlines things like attachment styles that influence how partners show affection and attachment (Simpson & Rholes, 2017). • Expressions of Emotions in Friendships - Emotional Expressivity in friendships can underline the trust, empathy, and support in most symbiotic friendships. - Social penetration theory suggests that when friends slowly disclose more information about themselves, it can develop a closer, more interpersonal friendship (Mangus et al., 2020). 3.) Benefits of emotional expressivity on wellbeing - The wellbeing of an individual who is emotionally expressive can be seen through the Biopsychosocial model. • Psychological Wellbeing - Expressing emotions supports psychological wellbeing because it allows individuals to express who they are and how they feel. They can communicate their feelings to others which lowers anxiety. - If an individual is too emotionally expressive their emotions become unregulated which could lead to increased anxiety and spiralling. • Physical Wellbeing - Emotional expressivity can align well with the body’s stress responses, potentially contributing to increased or decreased stress hormones released in the body. This can occur due to the expression or suppression of specific emotions. - Inhibition theory would suggest constant suppression of thoughts, feelings, and expressions can create significant amounts of mental stress. • Social Wellbeing - Emotional expressions increase social wellbeing though social communication aiding in social support and trust. - Social support theory suggests that emotional expression allows individuals to communicate when they need help which enables peers to help. 4.) Emotional Expressivity across different contexts - Emotional expressivity is influenced by different contexts and individual and situational differences. • Gender Differences - Gender roles in society sometimes dictate what emotions and feelings are inappropriate for each gender. - Gender socialisation theory states that individuals learn what behaviours are expected from them and their gender through outlets such as the media, peers and one’s parents (Berke et al., 2018). • Situational Emotional Expression - Individuals may experience the same emotions differently depending on the situation. - Situations may be inappropriate to express a specific behaviour. • Cultural Contexts - Different cultures have different social expectations and norms which influence how emotions are allowed to be expressed. - Individualist and collectivist cultural frameworks are valuable ate differences of emotional expression in different cultures. 5.) Emotional Masking - Emotional masking is the intentional or unintentional suppression of emotional expression to avoid social ridicule or disapproval. • Development of Masking - Masking can develop through social learning theory when individuals learn to mask their behaviours to conform to others. • Masking and the damage to Self - Constant masking can create a disconnect between internal feelings and how an individual presents themselves. - This leads to stress and emotional exhaustion. Bibliography Berke, D. S., Reidy, D., & Zeichner, A. (2018). Masculinity, emotion regulation, and psychopathology: A critical review and integrated model. Clinical Psychology Review, 66(66), 106–116. https://doi.org/10.1016/j.cpr.2018.01.004Mangus, S. M., Bock, D. E., Jones, E., & Folse, J. A. G. (2020). Examining the effects of mutual information sharing and relationship empathy: A social penetration theory perspective. Journal of Business Research, 109(109), 375–384. https://doi.org/10.1016/j.jbusres.2019.12.019McLeod, S. (2017). Bowlby’s attachment theory. Simplypsychology.Org. https://www.simplypsychology.org/bowlby.html?ezoic_amp=1Simpson, J. A., & Rholes, W. S. (2017). Adult attachment, stress, and romantic relationships. Current Opinion in Psychology, 13, 19–24. https://doi.org/10.1016/j.copsyc.2016.04.006Yang, C., & Chen, A. (2020). Emotional labor: A comprehensive literature review. Human Systems Management, 40(4), 1–26. https://doi.org/10.3233/hsm-200937Yen, S.-J. (2022). Can emotional intelligence be fostered? The perspective of social learning theory. Frontiers in Behavioral Neuroscience, 16. https://doi.org/10.3389/fnbeh.2022.862360 hclehonu5ilrtx1snqozt65c4lufk3h 2 331654 2829122 2829009 2026-08-28T14:53:12Z U3275873 3110137 2829122 wikitext text/x-wiki Hello! I am a third-year studying currently studying a Bachelor of Psychology/Bachelor of Law. The book chapter I am working on is [[Motivation and emotion/Book/2026/Nitrous oxide and emotion|nitrous oxide and emotion]]. My social contributions include: * direct edit to improve a [[Motivation and emotion/Book|book chapter page]] (current or previous topics) * provided feedback by commenting on a book chapter's talk page (current or previous topics) * posted about motivation or emotion or the assessment tasks to the UCLearn discussion forum nd9leirpw3u1h3ob11ke9dbxh706uyt 2829147 2829122 2026-08-28T15:26:46Z U3275873 3110137 2829147 wikitext text/x-wiki == About me == Hello! I am a third-year studying currently studying a Bachelor of Psychology/Bachelor of Law. == My book chapter == The book chapter I am working on is [[Motivation and emotion/Book/2026/Nitrous oxide and emotion|nitrous oxide and emotion]]. It explores the effects of nitrous oxide, or more commonly known as, laughing gas, on emotional experiences (short-lived states) and on mood (long-term state). == Social contributions == My social contributions include: * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FReinforcement_sensitivity_theory&diff=2829144&oldid=2828970 29 August 26 - Put 'See also' resources in alphabetical order, and fixed doi links in references to be working clickable hyperlinks.] * [[Talk:Motivation and emotion/Book/2026/Empathy and jury decision-making#c-U3275873-20260828150100-Impacts of personal bias|29 August 26 - Feedback on a book chapter - Empathy and jury decision-making]] * [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457904?entry_id=810833 29 August 26 - Feedback provided on a topic development page on Motivation and Emotion Discussion page on UCLearn] 5bbdjb0ba03akv76lma28hlsiyeq3f2 0 331659 2829052 2026-08-28T12:15:23Z U3275873 3110137 Created page with "{{subst:ME/BCS}}" 2829052 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] mdmiusddgmdcdk9mr379ieu3o2imk6e 2829056 2829052 2026-08-28T12:24:41Z U3275873 3110137 2829056 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] qbp1s06sy93o06248gezh68hatne9o8 2829069 2829056 2026-08-28T12:53:49Z U3275873 3110137 2829069 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}} '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate.<ref name=":0">{{Cite journal|last=Lane|first=Andrew M.|date=2026|title=Distinguishing Mood and Emotion: Implications for High-Performance Regulation|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC12938459/|journal=Brain Sciences|volume=16|issue=2|pages=231|doi=10.3390/brainsci16020231|issn=2076-3425|pmc=12938459|pmid=41750231|via=NLM}}</ref> [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * Emotions tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2).<ref name=":0" /> === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger.<ref name=":0" /> == How does nitrous oxide influence the brain? == === What is it === === How does it work? === === Neurotransmitter mechanisms === == How does nitrous oxide change emotional experience? == === Acute effects === === Anxiety and emotional responses === === Critique – why “laughing gas” is an oversimplification === == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === === Why might mood effects outlast intoxication? === == Limitations and further research == === Limitations === === Further research areas === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent.}} ==External links== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 2wy8o77kmm3mvdrn2jy5jqkw2tqo73r 2829099 2829069 2026-08-28T14:13:01Z U3275873 3110137 2829099 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}} '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate.<ref name=":0">{{Cite journal|last=Lane|first=Andrew M.|date=2026|title=Distinguishing Mood and Emotion: Implications for High-Performance Regulation|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC12938459/|journal=Brain Sciences|volume=16|issue=2|pages=231|doi=10.3390/brainsci16020231|issn=2076-3425|pmc=12938459|pmid=41750231|via=NLM}}</ref> [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * Emotions tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2).<ref name=":0" /> === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger.<ref name=":0" /> == How does nitrous oxide influence the brain? == === What is it === === How does it work? === === Neurotransmitter mechanisms === == How does nitrous oxide change emotional experience? == === Acute effects === === Anxiety and emotional responses === === Critique – why “laughing gas” is an oversimplification === == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === === Why might mood effects outlast intoxication? === == Limitations and further research == === Limitations === === Further research areas === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent.}} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 8zfg58gmmeskded24dsj65os6dantad 2829111 2829099 2026-08-28T14:39:53Z U3275873 3110137 2829111 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}} '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate (Lane, 2026). [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * Emotions tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2) (Lane, 2026). === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger (Lane, 2026). == How does nitrous oxide influence the brain? == A brief overview into the biological mechanisms of nitrous oxide. Nitrous oxide is a colourless, odourless gas that, in combination with oxygen, is mostly used in medical or dental settings to act as an anaesthesia. Recreational use or abuse of nitrous oxide has significant negative impacts on a person’s health. This can include permanent brain or spinal cord damage (Department of Health, 2026). === How does it work? === It has analgesic, anxiolytic, anaesthetic, and psychoactive effects, however, these effects may be produced by different mechanisms (Emmanouil & Quock, 2007). Could its neurochemical changes affect subjective emotional experiences? === Neurotransmitter mechanisms === Each of the different effects of nitrous oxide have been found to be activated by and involve different neurochemical processes. Anaesthetic and proposed antidepressant effects – NMDA/glutamatergic systems (Gill et al., 2025; Jevtović-Todorović et al., 1998). Anxiolytics effects – GABA-related system (Dzoljic & Van Duijn, 1998; Hashimoto et al., 2001) Analgesia – Endogenous opioid systems (Emmanouil et al., 2008; Gillman, 1986) Psychological and mood effects – are likely to be caused by ‘flow-on’ effects or changes (Nagele et al., 2018; Scott, 2025) == How does nitrous oxide change emotional experience? == Its common name, “laughing gas” reflects the capacity it has to produce temporarily elated effects, although this title may not be reflective of all of its effects. === Acute effects === Nitrous oxide provides temporary relief effects such as * euphoria * altered perception * reduced anxiety * changes in consciousness * laughter * relaxation === Anxiety and emotional responses === As mentioned earlier, nitrous oxide has been found to have anxiolytic (anxiety-reducing) effects, hence its frequent use in clinical and dental contexts (Sanders et al., 2008). Reducing anxiety can produce an altered subjective emotional experience (Sanders et al., 2008). === Altered emotional experiences are not necessarily improvements in mood === A positive emotional response when nitrous oxide is administered provides evidence of an acute yet subjective effect, however, it does not demonstrate that it produces a sustained improvement in mood. To establish correlation or causation, experiments need to assess the affected symptoms after the immediate administration, and after the immediate effects have weakened (Nagele et al., 2015). Rapid antidepressant trials have reported positive changes in depressive symptoms when measured at follow-up points that have extended beyond the administration itself (Gill et al., 2025; Nagele et al., 2015). == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === Various trials have been conducted to determine whether nitrous oxide could be used to reduce depressive symptoms rapidly (Nagele et al., 2015). Further research has further validated the results, finding that nitrous oxide had significantly improved depressive symptoms in comparison to placebo trials. Adverse effects also declined as the dose declined. Yet, the study held that there was no difference in decline of depressive symptoms between the two strengths of nitrous oxide administered. This means a lower percentage of nitrous oxide produces a comparable efficacy to higher doses, yet with a significantly lower rate of adverse effects (Nagele et al., 2021). Despite this, the reductions in symptoms were observed after immediate administrative periods, suggesting that direct correlation may not be able to be established, and may be reduced to intoxication or euphoria. (Nagele et al., 2015; Nagele et al., 2021). === Why might mood effects outlast intoxication? === Evaluate the effects and mechanisms by which the different receptors or neurobiological processes responsible for the immediate subjective experiences, to determine whether modulation of processes could elicit flow-on effects that elicit larger effects on mood (Gill et al., 2025). == Limitations and further research == === Limitations === === Further research areas === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent.}} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] tinezox1me88vags1dihlp1bijdsbob 2829121 2829111 2026-08-28T14:49:54Z U3275873 3110137 2829121 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}} '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate (Lane, 2026). [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * [[Emotion|Emotions]] tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2) (Lane, 2026). === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger (Lane, 2026). == How does nitrous oxide influence the brain? == A brief overview into the biological mechanisms of nitrous oxide. Nitrous oxide is a colourless, odourless gas that, in combination with oxygen, is mostly used in medical or dental settings to act as an anaesthesia. Recreational use or abuse of nitrous oxide has significant negative impacts on a person’s health. This can include permanent brain or spinal cord damage (Department of Health, 2026). === How does it work? === It has analgesic, anxiolytic, anaesthetic, and psychoactive effects, however, these effects may be produced by different mechanisms (Emmanouil & Quock, 2007). Could its neurochemical changes affect subjective emotional experiences? === Neurotransmitter mechanisms === Each of the different effects of nitrous oxide have been found to be activated by and involve different neurochemical processes. Anaesthetic and proposed antidepressant effects – NMDA/glutamatergic systems (Gill et al., 2025; Jevtović-Todorović et al., 1998). Anxiolytics effects – GABA-related system (Dzoljic & Van Duijn, 1998; Hashimoto et al., 2001) Analgesia – Endogenous opioid systems (Emmanouil et al., 2008; Gillman, 1986) Psychological and mood effects – are likely to be caused by ‘flow-on’ effects or changes (Nagele et al., 2018; Scott, 2025) == How does nitrous oxide change emotional experience? == Its common name, “laughing gas” reflects the capacity it has to produce temporarily elated effects, although this title may not be reflective of all of its effects. === Acute effects === Nitrous oxide provides temporary relief effects such as * euphoria * altered perception * reduced anxiety * changes in consciousness * laughter * relaxation === Anxiety and emotional responses === As mentioned earlier, nitrous oxide has been found to have anxiolytic (anxiety-reducing) effects, hence its frequent use in clinical and dental contexts (Sanders et al., 2008). Reducing anxiety can produce an altered subjective emotional experience (Sanders et al., 2008). === Altered emotional experiences are not necessarily improvements in mood === A positive emotional response when nitrous oxide is administered provides evidence of an acute yet subjective effect, however, it does not demonstrate that it produces a sustained improvement in mood. To establish correlation or causation, experiments need to assess the affected symptoms after the immediate administration, and after the immediate effects have weakened (Nagele et al., 2015). Rapid antidepressant trials have reported positive changes in depressive symptoms when measured at follow-up points that have extended beyond the administration itself (Gill et al., 2025; Nagele et al., 2015). == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === Various trials have been conducted to determine whether nitrous oxide could be used to reduce depressive symptoms rapidly (Nagele et al., 2015). Further research has further validated the results, finding that nitrous oxide had significantly improved depressive symptoms in comparison to placebo trials. Adverse effects also declined as the dose declined. Yet, the study held that there was no difference in decline of depressive symptoms between the two strengths of nitrous oxide administered. This means a lower percentage of nitrous oxide produces a comparable efficacy to higher doses, yet with a significantly lower rate of adverse effects (Nagele et al., 2021). Despite this, the reductions in symptoms were observed after immediate administrative periods, suggesting that direct correlation may not be able to be established, and may be reduced to intoxication or euphoria. (Nagele et al., 2015; Nagele et al., 2021). === Why might mood effects outlast intoxication? === Evaluate the effects and mechanisms by which the different receptors or neurobiological processes responsible for the immediate subjective experiences, to determine whether modulation of processes could elicit flow-on effects that elicit larger effects on mood (Gill et al., 2025). <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> == Limitations and further research == === Limitations === Although there have been positive results of various trials, finding that nitrous oxide may have positive impacts as an antidepressant treatment, longer-term experiments may need to be considered further (Gill et al., 2025). Most studies have focused on adults diagnosed with major depressive disorder or treatment-resistant depression, which limits the scope to which findings can be generalised more broadly (Gill et al., 2025). === Further research areas === Does euphoria explain the antidepressant effects/positive findings of the studies? * Symptom improvement after the acute nitrous oxide exposure effects have faded provides deeper evidence of effects on post-acute mood, rather than the mere positive effects of administration. The long-term adverse health effects may need to be considered further. Can subjective and acute effects be used as a predictor for long-term mood improvement, meaning that the two processes may be related. Further research would be needed to determine the optimal concentrations, and frequency of administration to maintain a positive impact. Further research may also be required into the mechanisms by which nitrous oxide can affect depressive mood neurobiologically. ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent.}} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3e0970dwr5luke3qsan4f55dsrakg7o 2829149 2829121 2026-08-28T15:30:15Z U3275873 3110137 /* References */ 2829149 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}} '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate (Lane, 2026). [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * [[Emotion|Emotions]] tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2) (Lane, 2026). === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger (Lane, 2026). == How does nitrous oxide influence the brain? == A brief overview into the biological mechanisms of nitrous oxide. Nitrous oxide is a colourless, odourless gas that, in combination with oxygen, is mostly used in medical or dental settings to act as an anaesthesia. Recreational use or abuse of nitrous oxide has significant negative impacts on a person’s health. This can include permanent brain or spinal cord damage (Department of Health, 2026). === How does it work? === It has analgesic, anxiolytic, anaesthetic, and psychoactive effects, however, these effects may be produced by different mechanisms (Emmanouil & Quock, 2007). Could its neurochemical changes affect subjective emotional experiences? === Neurotransmitter mechanisms === Each of the different effects of nitrous oxide have been found to be activated by and involve different neurochemical processes. Anaesthetic and proposed antidepressant effects – NMDA/glutamatergic systems (Gill et al., 2025; Jevtović-Todorović et al., 1998). Anxiolytics effects – GABA-related system (Dzoljic & Van Duijn, 1998; Hashimoto et al., 2001) Analgesia – Endogenous opioid systems (Emmanouil et al., 2008; Gillman, 1986) Psychological and mood effects – are likely to be caused by ‘flow-on’ effects or changes (Nagele et al., 2018; Scott, 2025) == How does nitrous oxide change emotional experience? == Its common name, “laughing gas” reflects the capacity it has to produce temporarily elated effects, although this title may not be reflective of all of its effects. === Acute effects === Nitrous oxide provides temporary relief effects such as * euphoria * altered perception * reduced anxiety * changes in consciousness * laughter * relaxation === Anxiety and emotional responses === As mentioned earlier, nitrous oxide has been found to have anxiolytic (anxiety-reducing) effects, hence its frequent use in clinical and dental contexts (Sanders et al., 2008). Reducing anxiety can produce an altered subjective emotional experience (Sanders et al., 2008). === Altered emotional experiences are not necessarily improvements in mood === A positive emotional response when nitrous oxide is administered provides evidence of an acute yet subjective effect, however, it does not demonstrate that it produces a sustained improvement in mood. To establish correlation or causation, experiments need to assess the affected symptoms after the immediate administration, and after the immediate effects have weakened (Nagele et al., 2015). Rapid antidepressant trials have reported positive changes in depressive symptoms when measured at follow-up points that have extended beyond the administration itself (Gill et al., 2025; Nagele et al., 2015). == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === Various trials have been conducted to determine whether nitrous oxide could be used to reduce depressive symptoms rapidly (Nagele et al., 2015). Further research has further validated the results, finding that nitrous oxide had significantly improved depressive symptoms in comparison to placebo trials. Adverse effects also declined as the dose declined. Yet, the study held that there was no difference in decline of depressive symptoms between the two strengths of nitrous oxide administered. This means a lower percentage of nitrous oxide produces a comparable efficacy to higher doses, yet with a significantly lower rate of adverse effects (Nagele et al., 2021). Despite this, the reductions in symptoms were observed after immediate administrative periods, suggesting that direct correlation may not be able to be established, and may be reduced to intoxication or euphoria. (Nagele et al., 2015; Nagele et al., 2021). === Why might mood effects outlast intoxication? === Evaluate the effects and mechanisms by which the different receptors or neurobiological processes responsible for the immediate subjective experiences, to determine whether modulation of processes could elicit flow-on effects that elicit larger effects on mood (Gill et al., 2025). <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> == Limitations and further research == === Limitations === Although there have been positive results of various trials, finding that nitrous oxide may have positive impacts as an antidepressant treatment, longer-term experiments may need to be considered further (Gill et al., 2025). Most studies have focused on adults diagnosed with major depressive disorder or treatment-resistant depression, which limits the scope to which findings can be generalised more broadly (Gill et al., 2025). === Further research areas === Does euphoria explain the antidepressant effects/positive findings of the studies? * Symptom improvement after the acute nitrous oxide exposure effects have faded provides deeper evidence of effects on post-acute mood, rather than the mere positive effects of administration. The long-term adverse health effects may need to be considered further. Can subjective and acute effects be used as a predictor for long-term mood improvement, meaning that the two processes may be related. Further research would be needed to determine the optimal concentrations, and frequency of administration to maintain a positive impact. Further research may also be required into the mechanisms by which nitrous oxide can affect depressive mood neurobiologically. ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== {{Hanging indent|1= Beedie, C., Terry, P., & Lane, A. (2005). Distinctions between emotion and mood. Cognition & Emotion, 19(6), 847–878. https://doi.org/10.1080/02699930541000057 Department of Health. (2026). Nitrous oxide. Government of Western Australia. https://www.health.wa.gov.au/Articles/N_R/nitrous-oxide Dzoljic, M., & Van Duijn, B. (1998). Nitrous oxide-induced enhancement of gamma-aminobutyric acidA-mediated chloride currents in acutely dissociated hippocampal neurons. Anesthesiology, 88(2), 473–480. https://doi.org/10.1097/00000542-199802000-00026Emmanouil, D. E., Dickens, A. S., Heckert, R. W., Ohgami, Y., Chung, E., Han, S., & Quock, R. M. (2008). Nitrous oxide-antinociception is mediated by opioid receptors and nitric oxide in the periaqueductal gray region of the midbrain. European Neuropsychopharmacology, 18(3), 194–199. https://doi.org/10.1016/j.euroneuro.2007.06.008 Emmanouil, D. E., & Quock, R. M. (2007). Advances in understanding the actions of nitrous oxide. Anesthesia Progress, 54(1), 9–18. https://doi.org/10.2344/0003-3006(2007)54[9:AIUTAO]2.0.CO;2 Gill, K., de Cates, A. N., Wiseman, C., Murphy, S. E., Williams, E., Harmer, C. J., Morales-Muñoz, I., & Marwaha, S. (2025). Nitrous oxide for the treatment of depression: A systematic review and meta-analysis. eBioMedicine, 122, 106023. https://doi.org/10.1016/j.ebiom.2025.106023 Gillman, M. A. (1986). Analgesic (sub anesthetic) nitrous oxide interacts with the endogenous opioid system: A review of the evidence. Life Sciences, 39(14), 1209–1221. https://doi.org/10.1016/0024-3205(86)90181-5 Hashimoto, T., Maze, M., Ohashi, Y., & Fujinaga, M. (2001). Nitrous oxide activates GABAergic neurons in the spinal cord in fischer rats. Anesthesiology, 95(2), 463–469. https://doi.org/10.1097/00000542-200108000-00031 Jevtović-Todorović, V., Todorović, S. M., Mennerick, S., Powell, S., Dikranian, K., Benshoff, N., Zorumski, C. F., & Olney, J. W. (1998). Nitrous oxide (laughing gas) is an NMDA antagonist, neuroprotectant and neurotoxin. Nature Medicine, 4(4), 460–463. https://doi.org/10.1038/nm0498-460Lane, A. M. (2026). Distinguishing mood and emotion: Implications for high-performance regulation. Brain Sciences, 16(2), 231. https://doi.org/10.3390/brainsci16020231 Nagele, P., Duma, A., Kopec, M., Gebara, M. A., Parsoei, A., Walker, M., Janski, A., Panagopoulos, V. N., Cristancho, P., Miller, J. P., Zorumski, C. F., & Conway, C. R. (2015). Nitrous oxide for treatment-resistant major depression: A proof-of-concept trial. Biological Psychiatry, 78(1), 10–18. https://doi.org/10.1016/j.biopsych.2014.11.016 Nagele, P., Palanca, B. J., Gott, B., Brown, F., Barnes, L., Nguyen, T., Xiong, W., Salloum, N. C., Espejo, G. D, Lessov-Schlaggar, C. N., Jain, N., Cheng, W. W. L., Komen, H., Yee, B., Bolzenius, J. D, Janski, A., Gibbons, R., Zorumski, C. F., & Conway, C. R. (2021). A phase 2 trial of inhaled nitrous oxide for treatment-resistant major depression. Science Translational Medicine, 13(597), eabe1376. https://doi.org/10.1126/scitranslmed.abe1376 Nagele, P., Zorumski, C. F., & Conway, C. (2018). Exploring nitrous oxide as treatment of mood disorders: Basic concepts. Journal of Clinical Psychopharmacology, 38(2), 144–148. https://doi.org/10.1097/JCP.0000000000000837 Sanders, R. D, Weimann, J., & Maze, M. (2008). Biologic effects of nitrous oxide: A mechanistic and toxicologic review. Anesthesiology, 109(4), 707–722. https://doi.org/10.1097/ALN.0b013e3181870a17 Scott, C. (2025). Does nitrous oxide affect mental health? Villa Treatment Center. https://thevillatreatmentcenter.com/nitrous-oxide-affect-mental-health/ }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. }} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] g63qev84drw6nod2flmq0iy15jovcxe 2829152 2829149 2026-08-28T15:32:20Z U3275873 3110137 /* Overview */ 2829152 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}}Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate (Lane, 2026). [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * [[Emotion|Emotions]] tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2) (Lane, 2026). === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger (Lane, 2026). == How does nitrous oxide influence the brain? == A brief overview into the biological mechanisms of nitrous oxide. Nitrous oxide is a colourless, odourless gas that, in combination with oxygen, is mostly used in medical or dental settings to act as an anaesthesia. Recreational use or abuse of nitrous oxide has significant negative impacts on a person’s health. This can include permanent brain or spinal cord damage (Department of Health, 2026). === How does it work? === It has analgesic, anxiolytic, anaesthetic, and psychoactive effects, however, these effects may be produced by different mechanisms (Emmanouil & Quock, 2007). Could its neurochemical changes affect subjective emotional experiences? === Neurotransmitter mechanisms === Each of the different effects of nitrous oxide have been found to be activated by and involve different neurochemical processes. Anaesthetic and proposed antidepressant effects – NMDA/glutamatergic systems (Gill et al., 2025; Jevtović-Todorović et al., 1998). Anxiolytics effects – GABA-related system (Dzoljic & Van Duijn, 1998; Hashimoto et al., 2001) Analgesia – Endogenous opioid systems (Emmanouil et al., 2008; Gillman, 1986) Psychological and mood effects – are likely to be caused by ‘flow-on’ effects or changes (Nagele et al., 2018; Scott, 2025) == How does nitrous oxide change emotional experience? == Its common name, “laughing gas” reflects the capacity it has to produce temporarily elated effects, although this title may not be reflective of all of its effects. === Acute effects === Nitrous oxide provides temporary relief effects such as * euphoria * altered perception * reduced anxiety * changes in consciousness * laughter * relaxation === Anxiety and emotional responses === As mentioned earlier, nitrous oxide has been found to have anxiolytic (anxiety-reducing) effects, hence its frequent use in clinical and dental contexts (Sanders et al., 2008). Reducing anxiety can produce an altered subjective emotional experience (Sanders et al., 2008). === Altered emotional experiences are not necessarily improvements in mood === A positive emotional response when nitrous oxide is administered provides evidence of an acute yet subjective effect, however, it does not demonstrate that it produces a sustained improvement in mood. To establish correlation or causation, experiments need to assess the affected symptoms after the immediate administration, and after the immediate effects have weakened (Nagele et al., 2015). Rapid antidepressant trials have reported positive changes in depressive symptoms when measured at follow-up points that have extended beyond the administration itself (Gill et al., 2025; Nagele et al., 2015). == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === Various trials have been conducted to determine whether nitrous oxide could be used to reduce depressive symptoms rapidly (Nagele et al., 2015). Further research has further validated the results, finding that nitrous oxide had significantly improved depressive symptoms in comparison to placebo trials. Adverse effects also declined as the dose declined. Yet, the study held that there was no difference in decline of depressive symptoms between the two strengths of nitrous oxide administered. This means a lower percentage of nitrous oxide produces a comparable efficacy to higher doses, yet with a significantly lower rate of adverse effects (Nagele et al., 2021). Despite this, the reductions in symptoms were observed after immediate administrative periods, suggesting that direct correlation may not be able to be established, and may be reduced to intoxication or euphoria. (Nagele et al., 2015; Nagele et al., 2021). === Why might mood effects outlast intoxication? === Evaluate the effects and mechanisms by which the different receptors or neurobiological processes responsible for the immediate subjective experiences, to determine whether modulation of processes could elicit flow-on effects that elicit larger effects on mood (Gill et al., 2025). <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> == Limitations and further research == === Limitations === Although there have been positive results of various trials, finding that nitrous oxide may have positive impacts as an antidepressant treatment, longer-term experiments may need to be considered further (Gill et al., 2025). Most studies have focused on adults diagnosed with major depressive disorder or treatment-resistant depression, which limits the scope to which findings can be generalised more broadly (Gill et al., 2025). === Further research areas === Does euphoria explain the antidepressant effects/positive findings of the studies? * Symptom improvement after the acute nitrous oxide exposure effects have faded provides deeper evidence of effects on post-acute mood, rather than the mere positive effects of administration. The long-term adverse health effects may need to be considered further. Can subjective and acute effects be used as a predictor for long-term mood improvement, meaning that the two processes may be related. Further research would be needed to determine the optimal concentrations, and frequency of administration to maintain a positive impact. Further research may also be required into the mechanisms by which nitrous oxide can affect depressive mood neurobiologically. ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== {{Hanging indent|1= Beedie, C., Terry, P., & Lane, A. (2005). Distinctions between emotion and mood. Cognition & Emotion, 19(6), 847–878. https://doi.org/10.1080/02699930541000057 Department of Health. (2026). Nitrous oxide. Government of Western Australia. https://www.health.wa.gov.au/Articles/N_R/nitrous-oxide Dzoljic, M., & Van Duijn, B. (1998). Nitrous oxide-induced enhancement of gamma-aminobutyric acidA-mediated chloride currents in acutely dissociated hippocampal neurons. Anesthesiology, 88(2), 473–480. https://doi.org/10.1097/00000542-199802000-00026Emmanouil, D. E., Dickens, A. S., Heckert, R. W., Ohgami, Y., Chung, E., Han, S., & Quock, R. M. (2008). Nitrous oxide-antinociception is mediated by opioid receptors and nitric oxide in the periaqueductal gray region of the midbrain. European Neuropsychopharmacology, 18(3), 194–199. https://doi.org/10.1016/j.euroneuro.2007.06.008 Emmanouil, D. E., & Quock, R. M. (2007). Advances in understanding the actions of nitrous oxide. Anesthesia Progress, 54(1), 9–18. https://doi.org/10.2344/0003-3006(2007)54[9:AIUTAO]2.0.CO;2 Gill, K., de Cates, A. N., Wiseman, C., Murphy, S. E., Williams, E., Harmer, C. J., Morales-Muñoz, I., & Marwaha, S. (2025). Nitrous oxide for the treatment of depression: A systematic review and meta-analysis. eBioMedicine, 122, 106023. https://doi.org/10.1016/j.ebiom.2025.106023 Gillman, M. A. (1986). Analgesic (sub anesthetic) nitrous oxide interacts with the endogenous opioid system: A review of the evidence. Life Sciences, 39(14), 1209–1221. https://doi.org/10.1016/0024-3205(86)90181-5 Hashimoto, T., Maze, M., Ohashi, Y., & Fujinaga, M. (2001). Nitrous oxide activates GABAergic neurons in the spinal cord in fischer rats. Anesthesiology, 95(2), 463–469. https://doi.org/10.1097/00000542-200108000-00031 Jevtović-Todorović, V., Todorović, S. M., Mennerick, S., Powell, S., Dikranian, K., Benshoff, N., Zorumski, C. F., & Olney, J. W. (1998). Nitrous oxide (laughing gas) is an NMDA antagonist, neuroprotectant and neurotoxin. Nature Medicine, 4(4), 460–463. https://doi.org/10.1038/nm0498-460Lane, A. M. (2026). Distinguishing mood and emotion: Implications for high-performance regulation. Brain Sciences, 16(2), 231. https://doi.org/10.3390/brainsci16020231 Nagele, P., Duma, A., Kopec, M., Gebara, M. A., Parsoei, A., Walker, M., Janski, A., Panagopoulos, V. N., Cristancho, P., Miller, J. P., Zorumski, C. F., & Conway, C. R. (2015). Nitrous oxide for treatment-resistant major depression: A proof-of-concept trial. Biological Psychiatry, 78(1), 10–18. https://doi.org/10.1016/j.biopsych.2014.11.016 Nagele, P., Palanca, B. J., Gott, B., Brown, F., Barnes, L., Nguyen, T., Xiong, W., Salloum, N. C., Espejo, G. D, Lessov-Schlaggar, C. N., Jain, N., Cheng, W. W. L., Komen, H., Yee, B., Bolzenius, J. D, Janski, A., Gibbons, R., Zorumski, C. F., & Conway, C. R. (2021). A phase 2 trial of inhaled nitrous oxide for treatment-resistant major depression. Science Translational Medicine, 13(597), eabe1376. https://doi.org/10.1126/scitranslmed.abe1376 Nagele, P., Zorumski, C. F., & Conway, C. (2018). Exploring nitrous oxide as treatment of mood disorders: Basic concepts. Journal of Clinical Psychopharmacology, 38(2), 144–148. https://doi.org/10.1097/JCP.0000000000000837 Sanders, R. D, Weimann, J., & Maze, M. (2008). Biologic effects of nitrous oxide: A mechanistic and toxicologic review. Anesthesiology, 109(4), 707–722. https://doi.org/10.1097/ALN.0b013e3181870a17 Scott, C. (2025). Does nitrous oxide affect mental health? Villa Treatment Center. https://thevillatreatmentcenter.com/nitrous-oxide-affect-mental-health/ }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. }} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] b4f7xvgvcpe245ik56ybjp7vm8eobkx 2829193 2829152 2026-08-28T21:32:50Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Drugs]] using [[Help:Gadget-HotCat|HotCat]] 2829193 wikitext text/x-wiki {{title|Nitrous Oxide<br>How does nitrous oxide influence emotional experience and mood?}} __TOC__ == Overview == {{RoundBoxTop|theme=1}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Imagine inhaling nitrous oxide ("laughing gas" - yes, the stuff that makes people tell funny stories, or get sad, or spill all their secrets) during a medical procedure. It comes at a time that has been one of the worst weeks of your life yet. Yet, within minutes you are feeling elated, unusually relaxed, and light-headed, without a care in the world. The burdens you have felt for the week have been lifted. You feel a sense of relief and euphoria never felt before. However, these feelings disappear soon after the gas is stopped. But, what if the same drug could be used to produce changes in mood that lasts for hours or even days at a time?{{RoundBoxBottom}}Whilst this would be nice in an ideal world, the differences one feels under the influence of nitrous oxide is not the same as experiencing a lasting change in mood. * Emotional and mood are related but are distinguishable psychological concepts * Nitrous oxide has anaesthetic and analgesic effects and uses, but can also possibly be used to elicit temporary psychoactive effects such as euphoria * Its psychological effects are associated with various neurobiological mechanisms * It may be used to produce a rapid antidepressant effect that can persist beyond a immediate subjective effect {{RoundBoxTop|theme=6}}'''Focus questions''' - What is the difference between emotions and mood? - How does nitrous oxide act on the brain? - What are the effects of nitrous oxide on immediate emotions? - What are the effects of nitrous oxide on mood? - What is the current research, and what needs to be considered further on the effects of nitrous oxide?{{RoundBoxBottom}} ==Emotion vs Mood== The terms are often confused or used interchangeably as they can both describe the way a person is feeling. While they both are important and coexist, they are different elements of human experience. Accurate identification and separation of the two terms can improve understanding of the effects of different contexts or remedies. Different markers are used to differentiate temporary emotions from enduring moods. However, duration and cause attribution are likely to be the most reliable markers to differentiate (Lane, 2026). [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Plutchik's wheel of emotions. Source: Wikimedia Commons]] === Emotion === * [[Emotion|Emotions]] tend to be fleeting or temporary changes in feeling, that are often reactions to objects or actions or other identifiable events (See Figure 2) (Lane, 2026). === Mood === * Mood tends to define a longer change in feeling eliciting a longer-lasting state that often lacks a clear trigger (Lane, 2026). == How does nitrous oxide influence the brain? == A brief overview into the biological mechanisms of nitrous oxide. Nitrous oxide is a colourless, odourless gas that, in combination with oxygen, is mostly used in medical or dental settings to act as an anaesthesia. Recreational use or abuse of nitrous oxide has significant negative impacts on a person’s health. This can include permanent brain or spinal cord damage (Department of Health, 2026). === How does it work? === It has analgesic, anxiolytic, anaesthetic, and psychoactive effects, however, these effects may be produced by different mechanisms (Emmanouil & Quock, 2007). Could its neurochemical changes affect subjective emotional experiences? === Neurotransmitter mechanisms === Each of the different effects of nitrous oxide have been found to be activated by and involve different neurochemical processes. Anaesthetic and proposed antidepressant effects – NMDA/glutamatergic systems (Gill et al., 2025; Jevtović-Todorović et al., 1998). Anxiolytics effects – GABA-related system (Dzoljic & Van Duijn, 1998; Hashimoto et al., 2001) Analgesia – Endogenous opioid systems (Emmanouil et al., 2008; Gillman, 1986) Psychological and mood effects – are likely to be caused by ‘flow-on’ effects or changes (Nagele et al., 2018; Scott, 2025) == How does nitrous oxide change emotional experience? == Its common name, “laughing gas” reflects the capacity it has to produce temporarily elated effects, although this title may not be reflective of all of its effects. === Acute effects === Nitrous oxide provides temporary relief effects such as * euphoria * altered perception * reduced anxiety * changes in consciousness * laughter * relaxation === Anxiety and emotional responses === As mentioned earlier, nitrous oxide has been found to have anxiolytic (anxiety-reducing) effects, hence its frequent use in clinical and dental contexts (Sanders et al., 2008). Reducing anxiety can produce an altered subjective emotional experience (Sanders et al., 2008). === Altered emotional experiences are not necessarily improvements in mood === A positive emotional response when nitrous oxide is administered provides evidence of an acute yet subjective effect, however, it does not demonstrate that it produces a sustained improvement in mood. To establish correlation or causation, experiments need to assess the affected symptoms after the immediate administration, and after the immediate effects have weakened (Nagele et al., 2015). Rapid antidepressant trials have reported positive changes in depressive symptoms when measured at follow-up points that have extended beyond the administration itself (Gill et al., 2025; Nagele et al., 2015). == What are the effects of nitrous oxide on mood? == === Nitrous oxide and depression === Various trials have been conducted to determine whether nitrous oxide could be used to reduce depressive symptoms rapidly (Nagele et al., 2015). Further research has further validated the results, finding that nitrous oxide had significantly improved depressive symptoms in comparison to placebo trials. Adverse effects also declined as the dose declined. Yet, the study held that there was no difference in decline of depressive symptoms between the two strengths of nitrous oxide administered. This means a lower percentage of nitrous oxide produces a comparable efficacy to higher doses, yet with a significantly lower rate of adverse effects (Nagele et al., 2021). Despite this, the reductions in symptoms were observed after immediate administrative periods, suggesting that direct correlation may not be able to be established, and may be reduced to intoxication or euphoria. (Nagele et al., 2015; Nagele et al., 2021). === Why might mood effects outlast intoxication? === Evaluate the effects and mechanisms by which the different receptors or neurobiological processes responsible for the immediate subjective experiences, to determine whether modulation of processes could elicit flow-on effects that elicit larger effects on mood (Gill et al., 2025). <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> == Limitations and further research == === Limitations === Although there have been positive results of various trials, finding that nitrous oxide may have positive impacts as an antidepressant treatment, longer-term experiments may need to be considered further (Gill et al., 2025). Most studies have focused on adults diagnosed with major depressive disorder or treatment-resistant depression, which limits the scope to which findings can be generalised more broadly (Gill et al., 2025). === Further research areas === Does euphoria explain the antidepressant effects/positive findings of the studies? * Symptom improvement after the acute nitrous oxide exposure effects have faded provides deeper evidence of effects on post-acute mood, rather than the mere positive effects of administration. The long-term adverse health effects may need to be considered further. Can subjective and acute effects be used as a predictor for long-term mood improvement, meaning that the two processes may be related. Further research would be needed to determine the optimal concentrations, and frequency of administration to maintain a positive impact. Further research may also be required into the mechanisms by which nitrous oxide can affect depressive mood neurobiologically. ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Nitrous oxide improves mood by making people feel an immediate sense of euphoria. |type="()"} - True + False {25% and 50% nitrous had comparable effects on reducing immediate antidepressant symptoms. |type="()"} + True - False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==References== {{Hanging indent|1= Beedie, C., Terry, P., & Lane, A. (2005). Distinctions between emotion and mood. Cognition & Emotion, 19(6), 847–878. https://doi.org/10.1080/02699930541000057 Department of Health. (2026). Nitrous oxide. Government of Western Australia. https://www.health.wa.gov.au/Articles/N_R/nitrous-oxide Dzoljic, M., & Van Duijn, B. (1998). Nitrous oxide-induced enhancement of gamma-aminobutyric acidA-mediated chloride currents in acutely dissociated hippocampal neurons. Anesthesiology, 88(2), 473–480. https://doi.org/10.1097/00000542-199802000-00026Emmanouil, D. E., Dickens, A. S., Heckert, R. W., Ohgami, Y., Chung, E., Han, S., & Quock, R. M. (2008). Nitrous oxide-antinociception is mediated by opioid receptors and nitric oxide in the periaqueductal gray region of the midbrain. European Neuropsychopharmacology, 18(3), 194–199. https://doi.org/10.1016/j.euroneuro.2007.06.008 Emmanouil, D. E., & Quock, R. M. (2007). Advances in understanding the actions of nitrous oxide. Anesthesia Progress, 54(1), 9–18. https://doi.org/10.2344/0003-3006(2007)54[9:AIUTAO]2.0.CO;2 Gill, K., de Cates, A. N., Wiseman, C., Murphy, S. E., Williams, E., Harmer, C. J., Morales-Muñoz, I., & Marwaha, S. (2025). Nitrous oxide for the treatment of depression: A systematic review and meta-analysis. eBioMedicine, 122, 106023. https://doi.org/10.1016/j.ebiom.2025.106023 Gillman, M. A. (1986). Analgesic (sub anesthetic) nitrous oxide interacts with the endogenous opioid system: A review of the evidence. Life Sciences, 39(14), 1209–1221. https://doi.org/10.1016/0024-3205(86)90181-5 Hashimoto, T., Maze, M., Ohashi, Y., & Fujinaga, M. (2001). Nitrous oxide activates GABAergic neurons in the spinal cord in fischer rats. Anesthesiology, 95(2), 463–469. https://doi.org/10.1097/00000542-200108000-00031 Jevtović-Todorović, V., Todorović, S. M., Mennerick, S., Powell, S., Dikranian, K., Benshoff, N., Zorumski, C. F., & Olney, J. W. (1998). Nitrous oxide (laughing gas) is an NMDA antagonist, neuroprotectant and neurotoxin. Nature Medicine, 4(4), 460–463. https://doi.org/10.1038/nm0498-460Lane, A. M. (2026). Distinguishing mood and emotion: Implications for high-performance regulation. Brain Sciences, 16(2), 231. https://doi.org/10.3390/brainsci16020231 Nagele, P., Duma, A., Kopec, M., Gebara, M. A., Parsoei, A., Walker, M., Janski, A., Panagopoulos, V. N., Cristancho, P., Miller, J. P., Zorumski, C. F., & Conway, C. R. (2015). Nitrous oxide for treatment-resistant major depression: A proof-of-concept trial. Biological Psychiatry, 78(1), 10–18. https://doi.org/10.1016/j.biopsych.2014.11.016 Nagele, P., Palanca, B. J., Gott, B., Brown, F., Barnes, L., Nguyen, T., Xiong, W., Salloum, N. C., Espejo, G. D, Lessov-Schlaggar, C. N., Jain, N., Cheng, W. W. L., Komen, H., Yee, B., Bolzenius, J. D, Janski, A., Gibbons, R., Zorumski, C. F., & Conway, C. R. (2021). A phase 2 trial of inhaled nitrous oxide for treatment-resistant major depression. Science Translational Medicine, 13(597), eabe1376. https://doi.org/10.1126/scitranslmed.abe1376 Nagele, P., Zorumski, C. F., & Conway, C. (2018). Exploring nitrous oxide as treatment of mood disorders: Basic concepts. Journal of Clinical Psychopharmacology, 38(2), 144–148. https://doi.org/10.1097/JCP.0000000000000837 Sanders, R. D, Weimann, J., & Maze, M. (2008). Biologic effects of nitrous oxide: A mechanistic and toxicologic review. Anesthesiology, 109(4), 707–722. https://doi.org/10.1097/ALN.0b013e3181870a17 Scott, C. (2025). Does nitrous oxide affect mental health? Villa Treatment Center. https://thevillatreatmentcenter.com/nitrous-oxide-affect-mental-health/ }} {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. Provide the references for all citations in APA style (7th ed.) or wiki style. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. }} === Resources === ==== See also ==== * [[Emotion]] (Wikiversity) * [[Motivation and emotion/Lectures/Nature of emotion|Motivation and emotion]] (Lecture, Motivation and Emotion, 2025) * [[wikipedia:Nitrous_oxide&ved=2ahUKEwibv8uwpcOWAxWbRmcHHX4ZHqQQFnoECCQQAQ&usg=AOvVaw0PRdgcAc_xpuOo2mEzeCvC|Nitrous Oxide]] (Wikipedia) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses List internal (wiki) links to the most relevant Wikiversity pages (esp. motivation and emotion book chapters) and Wikipedia articles. Use sentence casing and alphabetical order.}} ==== External links ==== * [https://www.calm.com/blog/emotions-vs-mood Emotions vs mood] (Calm.com) * [https://www.paulekman.com/blog/mood-vs-emotion-difference-between-mood-emotion/ Mood vs emotions: differences & traits] (Paul Ekman) {{tip|TO BE DELETED IN CHAPTER Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link External links to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use sentence casing and alphabetical order. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Drugs]] dieq8re8257d1jgv1eyl0n3om6mttyv 2 331660 2829063 2026-08-28T12:44:19Z Bobby Swan 3105799 Created page with "Bobby Swan, Re-Learning To Code In Python" 2829063 wikitext text/x-wiki Bobby Swan, Re-Learning To Code In Python d8w7jobgsvenjpw8p38bnkmm96mz6xv 3 331661 2829064 2026-08-28T12:45:34Z Bobby Swan 3105799 /* Bobby Swan */ new section 2829064 wikitext text/x-wiki == Bobby Swan == mwah mwah mwah [[User:Bobby Swan|Bobby Swan]] ([[User talk:Bobby Swan|discuss]] • [[Special:Contributions/Bobby Swan|contribs]]) 12:45, 28 August 2026 (UTC) qgqduikxgafnyv2p1z6jbrg8x0iebtg 1 331662 2829066 2026-08-28T12:49:40Z Tofu05 3106606 /* Response to discussion question for feedback */ new section 2829066 wikitext text/x-wiki == Response to discussion question for feedback == Hi Marie! I really enjoyed reading your case study of Emma, I think it’s engaging and gives a really clear example of how wisdom, motivation and emotion can interact, especially with the change from being motivated by her own interests to feeling pressure from others. One thing you could maybe consider is making your focus questions a little more specific and open ended, as the current ones are quite broad, I also think to improve your presentation you could put your case study into the sandbox displays with different colours to make them stand out. Other than that I really enjoyed reading your page! [[User:Tofu05|Tofu05]] ([[User talk:Tofu05|discuss]] • [[Special:Contributions/Tofu05|contribs]]) 12:49, 28 August 2026 (UTC) ancvgq845e4uxc3m7carhenebn7g5r4 0 331663 2829070 2026-08-28T12:56:08Z U3203283 3110021 Created page with "{{subst:ME/BCS}}" 2829070 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] mdmiusddgmdcdk9mr379ieu3o2imk6e 2829073 2829070 2026-08-28T12:57:47Z U3203283 3110021 title 2829073 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] rakjszkogiq9lwgrcw94gqq5cp18wzf 2829094 2829073 2026-08-28T14:08:10Z U3203283 3110021 wrote scenario 2829094 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] nfm8sbekhquowvxp6ubzsk34zr39630 2829102 2829094 2026-08-28T14:22:37Z U3203283 3110021 focus Qs 2829102 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 7ggzuw2dnee70cnzeatgmmprd29560n 2829106 2829102 2026-08-28T14:35:39Z U3203283 3110021 /* Headings */ 2829106 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * Self-Determination Theory * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] jiujhdvugh2tj9qz8ut1pwqbd969cio 2829113 2829106 2026-08-28T14:43:40Z U3203283 3110021 /* Self-Determination Theory */ 2829113 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * Self-Determination Theory * [[https://en.wikipedia.org/wiki/Self-determination_theory|Self-determination theory]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 6cbgar50pfp4reqkrtanm3x26gfzkb3 2829114 2829113 2026-08-28T14:44:20Z U3203283 3110021 /* Self-Determination Theory */ 2829114 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * Self-Determination Theory * [[w: https://en.wikipedia.org/wiki/Self-determination_theory|Self-determination theory]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 42dz7zerx2e4ah2g7zz3dxyd00900bq 2829119 2829114 2026-08-28T14:48:30Z U3203283 3110021 /* Self-Determination Theory */ 2829119 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * Self-Determination Theory * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] kfvrsoua8f0q7tydzpzcwiey970uk14 2829120 2829119 2026-08-28T14:48:55Z U3203283 3110021 /* Self-Determination Theory */ 2829120 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 99umxi7g3zkg1monw6z4yi3qhcnyzkd 2829123 2829120 2026-08-28T14:55:53Z U3203283 3110021 /* Overview */ 2829123 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing?: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 2lt4spl2akiu0gy62tp8bm6mrhkp8wu 2829124 2829123 2026-08-28T14:57:01Z U3203283 3110021 /* Learning features */ 2829124 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 8gw0j43472q6sx9vdd5tqb2y1u70ec1 2829125 2829124 2026-08-28T14:58:47Z U3203283 3110021 /* References */ 2829125 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 4z1gedmbr6jlwik07m6nwnrixm8ljxd 2829128 2829125 2026-08-28T15:01:48Z U3203283 3110021 /* See also */ 2829128 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] o1nrdp7cgtezx5fxm92st2bskg0phfe 2829130 2829128 2026-08-28T15:04:06Z U3203283 3110021 /* See also */ 2829130 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * [https://en.wikipedia.org/wiki/Social_relation Relatedness] List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] q6v9h9leuukum0bwd2etk8xxj7yhfvf 2829134 2829130 2026-08-28T15:10:16Z U3203283 3110021 /* See also */ 2829134 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * [https://en.wikipedia.org/wiki/Social_relation Relatedness] *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs| Extrinsic motivation and psychological needs] List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] bb9iqrkkvisu8wztvmjyxcburfwmz2v 2829135 2829134 2026-08-28T15:11:46Z U3203283 3110021 /* See also */ 2829135 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * [https://en.wikipedia.org/wiki/Social_relation Relatedness] *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 0oof0jrzf61nza5vcgofr9h781zxaks 2829136 2829135 2026-08-28T15:12:27Z U3203283 3110021 /* See also */ 2829136 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] q14uyfptl6oxymsj0riabw47lk0t1fk 2829137 2829136 2026-08-28T15:13:21Z U3203283 3110021 /* See also */ 2829137 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] p3pcupc4i9yw4blo28hegegxkoese0e 2829182 2829137 2026-08-28T20:52:49Z U3203283 3110021 /* External links */ 2829182 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ckv8835l34dfyd9rupza3x7evsf7wio 2829183 2829182 2026-08-28T20:53:07Z U3203283 3110021 /* External links */ 2829183 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3up5009iv8f0fjjokbck8kc8m44wuia 2829184 2829183 2026-08-28T20:53:53Z U3203283 3110021 /* Internal Links */ 2829184 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:blank words.jpg|right|thumb|200px|'''Figure 1'''. Engaging with peers]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ijqivxj0q6xtjatic0ri4us1e84sf23 2829185 2829184 2026-08-28T21:00:42Z U3203283 3110021 /* Overview */ 2829185 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy]]''' Figure 1'''. Raised hand ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 7odizel034gi009d3uizzadpjbq9rf7 2829186 2829185 2026-08-28T21:05:04Z U3203283 3110021 /* Overview */ 2829186 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 5wywddr7cr61jset807l3nne4i43kpt 2829188 2829186 2026-08-28T21:10:51Z U3203283 3110021 /* Overview */ 2829188 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness== * Dot point 1 * Dot point 2 * Dot point 3 ==Section 3== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Section 4== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] t2mkqvn65xsn3tfr32uojf64ddrgrqv 2829190 2829188 2026-08-28T21:12:14Z U3203283 3110021 /* References */ add DOI 2829190 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness== * Dot point 1 * Dot point 2 * Dot point 3 ==Section 3== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Section 4== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ql0o763vxkmsi5q4twu7ny9e1ifew1h 2829191 2829190 2026-08-28T21:30:58Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Needs/Relatedness]] using [[Help:Gadget-HotCat|HotCat]] 2829191 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness== * Dot point 1 * Dot point 2 * Dot point 3 ==Section 3== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Section 4== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} - True + False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] mxxlykmmzigzo51vcjqga2cnee6z43x 2829196 2829191 2026-08-28T21:40:04Z U3203283 3110021 /* Section 4 */ 2829196 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness== * Dot point 1 * Dot point 2 * Dot point 3 ==Section 3== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Section 4== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] 9y849adrgguwswa3ok0h7jqrxtvh80b 2829197 2829196 2026-08-28T21:46:08Z U3203283 3110021 /* Relatedness */ titles for now 2829197 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] f5pt50n9ermqopq8y8pwql8bnh5bxw4 2829198 2829197 2026-08-28T21:54:12Z U3203283 3110021 /* Self-Determination Theory */ dot point editing 2829198 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are the facets of SDT thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] ryf7oy6djljo4khst6xamcv2ykmky2a 2829199 2829198 2026-08-28T21:55:08Z U3203283 3110021 /* References */ another reference 2829199 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are the facets of SDT thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] h61x4hb5n5cw5kaa000xl016ip2eajl 2829200 2829199 2026-08-28T21:55:58Z U3203283 3110021 /* Self-Determination Theory */ edit dot point 2829200 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] 2wavnr5yab3ih4f4lsv4zppvd7hm7un 2829201 2829200 2026-08-28T21:56:50Z U3203283 3110021 /* Self-Determination Theory */ in text reference 2829201 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * Dot point 1 * Dot point 2 * Dot point 3 # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] gxxjyhdzrcxale0vz8353smo1gqchko 2829202 2829201 2026-08-28T22:06:33Z U3203283 3110021 /* Overview */ editing my dot points for overview 2829202 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] 9nplz84yqrxal1b8fvn2dheqe4ejkp4 2829205 2829202 2026-08-28T22:14:30Z U3203283 3110021 /* Relatedness and socially embedded motivation */ editing quiz title 2829205 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and socially embedded motivation== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: * Dot point 1 * 2 * 3 {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] rn7xaihsy4g6zzciadpv8lvj8pmdxsq 2829209 2829205 2026-08-28T22:24:09Z U3203283 3110021 /* Relatedness and socially embedded motivation */ dot points added 2829209 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction refers to * Dot point 2 * Dot point 3 ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] rzrwgot65n7f4dvpema1z23rxop2o68 2829213 2829209 2026-08-28T22:32:08Z U3203283 3110021 /* Relatedness, engagement and behaviour */ dot points edited 2829213 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction versus relatedness frustration. * When an individual is satisfied with their relatedness, they are more likely to perceive a task as meaningful opposed to an obligation. This futher motivates that individual to engage in the task. * Relatedness frustration, characterised by rejection, loneliness and feeling excluded, was found to mediate amotivation. (Van Tuin et. al, 2020) ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Dot point 1 * Dot point 2 * Dot point 3 ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] srngesmmdur2bo6mxzz6fpdnrqlwq6a 2829216 2829213 2026-08-28T22:37:00Z U3203283 3110021 /* Relatedness, engagement and behaviour */ new ref, dot points, in text citation 2829216 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction versus relatedness frustration. * When an individual is satisfied with their relatedness, they are more likely to perceive a task as meaningful opposed to an obligation. This futher motivates that individual to engage in the task. * Relatedness frustration, characterised by rejection, loneliness and feeling excluded, was found to mediate amotivation. (Van Tuin et. al, 2020) ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Relatedness satisfaction of students predicted identified regulation and was found to increase behavioural engagement in mathematics (Hofverberg et. al., 2022) * Dot point 2 * Dot point 3 ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Hofverberg, A., Winberg, M., Palmberg, B., Andersson, C., & Palm, T. (2022). Relationships between basic psychological need satisfaction, regulations, and behavioral engagement in mathematics. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829958 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] lq2pknoiet8n18747e8a69ldsup40i3 2829217 2829216 2026-08-28T22:41:58Z U3203283 3110021 /* Relatedness, engagement and behaviour */ dot points 2829217 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction versus relatedness frustration. * When an individual is satisfied with their relatedness, they are more likely to perceive a task as meaningful opposed to an obligation. This futher motivates that individual to engage in the task. * Relatedness frustration, characterised by rejection, loneliness and feeling excluded, was found to mediate amotivation. (Van Tuin et. al, 2020) ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Relatedness satisfaction of students predicted identified regulation and was found to increase behavioural engagement in mathematics (Hofverberg et. al., 2022). * When relatedness is satisfied, participation has been found to feel more meaningful socially and emotionally, therefore motivating participation behaviours (Kaefer & Chiviacowsky, 2021). * Students' perception of relatedness with teachers was associated with better homework engagement and practices (Collie, 2024). ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * 1 * 2 * 3 {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Hofverberg, A., Winberg, M., Palmberg, B., Andersson, C., & Palm, T. (2022). Relationships between basic psychological need satisfaction, regulations, and behavioral engagement in mathematics. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829958 Kaefer, A., & Chiviacowsky, S. (2021). Relatedness support enhances motivation, positive affect, and motor learning in adolescents. Human Movement Science, 79, 102864. https://doi.org/10.1016/j.humov.2021.102864 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] aym6cd9xsswajlo3uromip2tmh0tslz 2829218 2829217 2026-08-28T22:48:10Z U3203283 3110021 /* Conclusion */ dot points added 2829218 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction versus relatedness frustration. * When an individual is satisfied with their relatedness, they are more likely to perceive a task as meaningful opposed to an obligation. This futher motivates that individual to engage in the task. * Relatedness frustration, characterised by rejection, loneliness and feeling excluded, was found to mediate amotivation. (Van Tuin et. al, 2020) ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Relatedness satisfaction of students predicted identified regulation and was found to increase behavioural engagement in mathematics (Hofverberg et. al., 2022). * When relatedness is satisfied, participation has been found to feel more meaningful socially and emotionally, therefore motivating participation behaviours (Kaefer & Chiviacowsky, 2021). * Students' perception of relatedness with teachers was associated with better homework engagement and practices (Collie, 2024). ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Relatedness is a key psychological need within self-determination theory. When this need is satisfied, psychological well-being is more likely to increase and individuals are more likely to develop greater self-determined motivation * Both relatedness satisfaction and relatedness frustration can influence the quality of motivation, not just its strength * Relatedness satisfaction can shape behaviour by facilitating greater engagement, participation, and persistence and sustain their behaviour for longer. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Hofverberg, A., Winberg, M., Palmberg, B., Andersson, C., & Palm, T. (2022). Relationships between basic psychological need satisfaction, regulations, and behavioral engagement in mathematics. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829958 Kaefer, A., & Chiviacowsky, S. (2021). Relatedness support enhances motivation, positive affect, and motor learning in adolescents. Human Movement Science, 79, 102864. https://doi.org/10.1016/j.humov.2021.102864 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] jh2q0n727b91rcm46iidcsx3wt5ui3i 2829219 2829218 2026-08-28T22:49:14Z U3203283 3110021 /* Relatedness, engagement and behaviour */ fig caption 2829219 wikitext text/x-wiki {{title|Relatedness motivation in self-determination theory:<br>How does the need for relatedness function within self-determination theory to shape motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Raise hand gesture occupy.svg|Raise_hand_gesture_occupy|right|140px|thumb|'''Figure 1'''. Raised hand.]] ; Imagine this: Lauren is a first-year university student who has recently started a demanding course. During the first few weeks, she finds the workload difficult and is unsure whether she is capable of succeeding. She initially chose psychology because she is interested in the subject, however, she feels isolated because most of her classmates already seem to know one another. One of Lauren’s tutors makes an effort to learn about students, encourages them to contribute to discussions, and provides feedback. The tutor also organises small-group activities where students can get to know one another and emphasises that asking for help is a normal part of learning. Over time, Lauren begins to feel that she belongs in the course and that both her tutor and classmates value her participation. As Lauren feels increasingly connected to the people around her, she becomes more willing to attend tutorials, participate in discussions, ask questions, and seek feedback when she does not understand something. She also starts studying with classmates outside class. Lauren is no longer completing the course requirements only because she feels she has to. Her growing sense of belonging helps her internalise the value of the course, so she begins to think, “Psychology is important to me, and I want to do well because I see myself as part of this community.” This shift leads to more persistent, engaged behaviour. {{RoundBoxBottom}} * In self-determination theory, relatedness refers to feeling connected, social accepted, cared for by and important to other people. * Relatedness can facilitate the internalisation of socially motivated goals, which transforms extrinsic motivation to and strengthens motivation. * Investigating how either relatedness satisfaction or frustration shapes motivation can lead to the facilitation of relatedness in learning environments to improve motivation and outcomes. (Bureau et al., 2022; Ryan & Deci, 2000; Slemp et al., 2024) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * What is the need for relatedness within Self-Determination Theory, and why is it important in shaping motivation? * How does relatedness satisfaction influence the development of autonomous versus controlled motivation? * How does relatedness satisfaction or frustration affect individuals’ behaviour, such as engagement, persistence, and disengagement? * How do social environments and relationships affect relatedness, and what are the implications on motivation and behaviour? {{RoundBoxBottom}} ==Self-Determination Theory== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] * The relationship between extrinsic motivation, intrinsic motivation, and human needs. * Autonomy, competence, and relatedness are innate psychological needs thought to foster high-quality motivation. * SDT posits that social and cultural factors either support or damage individuals' motivation, well-being, and the quality of their involvement. (Ryan & Deci, 2000) ==Relatedness satisfaction and autonomous motivation== * Relatedness satisfaction versus relatedness frustration. * When an individual is satisfied with their relatedness, they are more likely to perceive a task as meaningful opposed to an obligation. This futher motivates that individual to engage in the task. * Relatedness frustration, characterised by rejection, loneliness and feeling excluded, was found to mediate amotivation. (Van Tuin et. al, 2020) ==Relatedness, engagement and behaviour== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Parallel mediation model with both satisfaction and frustration of basic needs (Van Tuin et al., 2020)]] * Relatedness satisfaction of students predicted identified regulation and was found to increase behavioural engagement in mathematics (Hofverberg et. al., 2022). * When relatedness is satisfied, participation has been found to feel more meaningful socially and emotionally, therefore motivating participation behaviours (Kaefer & Chiviacowsky, 2021). * Students' perception of relatedness with teachers was associated with better homework engagement and practices (Collie, 2024). ==Relatedness and well-being== * Interpersonal support of autonomy, competence, and relatedness were associated with satisfaction of those psychological needs. * Environmental support for needs were associated with greater wellbeing and improved performance. * Relatedness supports wellbeing which supports motivation. (Slemp et. al, 2024) {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || |} * '''Interactive learning Quiz - Choose your answers and click "Submit":''' <quiz display="simple"> {Relatedness satisfaction has been shown to influence welbeing: |type="(true)"} + True - False {Relatedness is an element of self-determination theory: |type="(true)"} + True - False </quiz> ==Conclusion== * Relatedness is a key psychological need within self-determination theory. When this need is satisfied, psychological well-being is more likely to increase and individuals are more likely to develop greater self-determined motivation * Both relatedness satisfaction and relatedness frustration can influence the quality of motivation, not just its strength * Relatedness satisfaction can shape behaviour by facilitating greater engagement, participation, and persistence and sustain their behaviour for longer. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==Internal Links== * [https://en.wikipedia.org/wiki/Self-determination%20theory Self-determination theory] (Wikipedia) * [https://en.wikipedia.org/wiki/Social_relation Relatedness] (Wikipedia) *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] (Wikiversity) ==References== {{Hanging indent|1= Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426 Collie, R. J. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 44(2), 117–135. https://doi.org/10.1080/01443410.2024.2324751 Hofverberg, A., Winberg, M., Palmberg, B., Andersson, C., & Palm, T. (2022). Relationships between basic psychological need satisfaction, regulations, and behavioral engagement in mathematics. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829958 Kaefer, A., & Chiviacowsky, S. (2021). Relatedness support enhances motivation, positive affect, and motor learning in adolescents. Human Movement Science, 79, 102864. https://doi.org/10.1016/j.humov.2021.102864 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68 Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of personality and social psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459 Van Tuin, L., Schaufeli, W. B., & van Rhenen, W. (2020). The satisfaction and frustration of basic psychological needs in engaging leadership. Journal of Leadership Studies, 14(2), 6–23. https://doi.org/10.1002/jls.21695 Weinstein, N. (Ed.). (2014). Human Motivation and Interpersonal Relationships : Theory, Research, and Applications (1st ed. 2014.). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.youtube.com/watch?v=VGrcets0E6I Promoting Motivation, Health, and Excellence: Ed Deci TEDX] (Youtube) * [https://selfdeterminationtheory.org/theory/ Self-determination Theory] (Center for Self-determination Theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Needs/Relatedness]] cuco2r0htbzjgymwhugtv6crjqou1vi 2 331664 2829079 2026-08-28T13:14:35Z U3243961 3107906 Added content: New sections: About me, research interests, book chapter, social contributions. Provided outline about myself as a student, as well as my interests to support peers in identifying whether I could provide help on their topic. Additional info to come. 2829079 wikitext text/x-wiki == About me == Hello, and welcome to my user page! I am a second-year student pursuing a Bachelor of Science in Psychology / Bachelor of Health Science at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+Search+2026&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjw48TUBhBREiwAK0GnQXF6rp-6ilsTRmBy25J-nkTmx-RLuheXa9dUuBlwzaWpCWcPpGeZ1xoCIj4QAvD_BwE:G:s&s_kwcid=AL!10441!3!793469273490!e!!g!!university%20of%20canberra!20950742786!163508319248&gad_source=1&gad_campaignid=20950742786&gbraid=0AAAAADQmSqt0F3y2oZmpm7BmSDWsoU36q&gclid=CjwKCAjw48TUBhBREiwAK0GnQXF6rp-6ilsTRmBy25J-nkTmx-RLuheXa9dUuBlwzaWpCWcPpGeZ1xoCIj4QAvD_BwE University of Canberra], and am currently enrolled in Motivation and Emotion. I have been studying part-time with the university since 2023, and have lived in Canberra my whole life, so I am very familiar with the campus and its surrounds. I welcome anyone who is curious about how to get more involved at UC or in Canberra to peruse the 'Useful links' section below for helpful information while you study. == Research interests == There is so much to learn about human behaviour and why we think, feel, and act the way we do. Interactions between mental and physical health are of specific interest to me, so I am often looking at the influence that they have on each other. On a broad scale, I am interested in research as a vehicle to inform public policy and to improve the systems we use in our daily lives. On a more individual level, I hope to work with others to help them achieve the best outcomes possible for their own goals, whether that be to improve their physical health or socioemotional functioning. For further insight into my interests, see below some of my favourite research topics (if you are writing a chapter that is related to one of these, you will likely hear from me!) * Health behaviour change and addiction patterns: what drives people to engage in addiction, and what enables them to change their behaviour successfully? * Parent-child dynamics, nature vs nurture, and other factors influencing parenting behaviour and childhood development. * Positive affect and self-efficacy: what makes an optimist and what makes a pessimist, how does our outlook affect our outcomes? * Identity and injury: how people recover from serious injury or illness to regain a sense of personal purpose. * Neurological, cognitive and sensory differences and what behaviours and adaptations result from these (i.e. aphantasia, congenital insensitivity to pain, aphasia, dyspraxia, etc.) == Book chapter == The chapter I am working on is ''''[[Motivation and emotion/Book/2026/Phubbing and emotion|Phubbing and emotion - What are the emotional causes and consequences of phubbing?]]'''<nowiki/>' == Social contributions == hh1pgo6nyn1pmuikz6xnhs4sm0emt14 2829087 2829079 2026-08-28T13:55:05Z U3243961 3107906 /* About me */ Added content: image to about me section 2829087 wikitext text/x-wiki == About me == [[File:Canberra From Black Mountain Tower.jpg|alt=A panorama shows Canberra, a city in Australia, from the top of Black Mountain Tower (a local landmark). It shows large lakes, and an abundance of bushland surrounding a growing city on the left.|none|thumb|738x738px|Figure 1. View of Canberra from Black Mountain Tower (2009).]] Hello, and welcome to my user page! I am a second-year student pursuing a Bachelor of Science in Psychology / Bachelor of Health Science at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+Search+2026&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjw48TUBhBREiwAK0GnQXF6rp-6ilsTRmBy25J-nkTmx-RLuheXa9dUuBlwzaWpCWcPpGeZ1xoCIj4QAvD_BwE:G:s&s_kwcid=AL!10441!3!793469273490!e!!g!!university%20of%20canberra!20950742786!163508319248&gad_source=1&gad_campaignid=20950742786&gbraid=0AAAAADQmSqt0F3y2oZmpm7BmSDWsoU36q&gclid=CjwKCAjw48TUBhBREiwAK0GnQXF6rp-6ilsTRmBy25J-nkTmx-RLuheXa9dUuBlwzaWpCWcPpGeZ1xoCIj4QAvD_BwE University of Canberra], and am currently enrolled in Motivation and Emotion. I have been studying part-time with the university since 2023, and have lived in Canberra my whole life, so I am very familiar with the campus and its surrounds. I welcome anyone who is curious about how to get more involved at UC or in Canberra to peruse the 'Useful links' section below for helpful information while you study. == Research interests == There is so much to learn about human behaviour and why we think, feel, and act the way we do. Interactions between mental and physical health are of specific interest to me, so I am often looking at the influence that they have on each other. On a broad scale, I am interested in research as a vehicle to inform public policy and to improve the systems we use in our daily lives. On a more individual level, I hope to work with others to help them achieve the best outcomes possible for their own goals, whether that be to improve their physical health or socioemotional functioning. For further insight into my interests, see below some of my favourite research topics (if you are writing a chapter that is related to one of these, you will likely hear from me!) * Health behaviour change and addiction patterns: what drives people to engage in addiction, and what enables them to change their behaviour successfully? * Parent-child dynamics, nature vs nurture, and other factors influencing parenting behaviour and childhood development. * Positive affect and self-efficacy: what makes an optimist and what makes a pessimist, how does our outlook affect our outcomes? * Identity and injury: how people recover from serious injury or illness to regain a sense of personal purpose. * Neurological, cognitive and sensory differences and what behaviours and adaptations result from these (i.e. aphantasia, congenital insensitivity to pain, aphasia, dyspraxia, etc.) == Book chapter == The chapter I am working on is ''''[[Motivation and emotion/Book/2026/Phubbing and emotion|Phubbing and emotion - What are the emotional causes and consequences of phubbing?]]'''<nowiki/>' == Social contributions == 94i6ts8lvwqwlem3yjnbxkil3dbk12t 2 331665 2829086 2026-08-28T13:40:30Z U3175512 3110028 Created page with "== About me == I am a psychology student studying at the University of Canberra. == Book chapter == I am working on the following Motivation and Emotion book chapter: * [[Motivation and emotion/Book/2026/Building therapeutic alliance|Building therapeutic alliance]] == Social contributions == # # #" 2829086 wikitext text/x-wiki == About me == I am a psychology student studying at the University of Canberra. == Book chapter == I am working on the following Motivation and Emotion book chapter: * [[Motivation and emotion/Book/2026/Building therapeutic alliance|Building therapeutic alliance]] == Social contributions == # # # t0w32gmttn3tznpq1xpsxlbxmrc08wn 6 331666 2829089 2026-08-28T13:57:43Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2B Single Level (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2829089 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2B Single Level (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} sc4n6ywf7fyxkf1eppz9kfy5o8qgzhx 6 331667 2829090 2026-08-28T13:58:50Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2829090 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 3wmd9eesnmgiczn9kdqi462upp1ghpu 6 331668 2829092 2026-08-28T14:04:37Z Young1lim 21186 {{Information |Description=C04.SA0: Address and Dereference Operators (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2829092 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA0: Address and Dereference Operators (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} dfhe054pizjw4g3alurnyfjbrs96eqx 2 331669 2829096 2026-08-28T14:09:31Z U32714291 3110125 social contributions 2829096 wikitext text/x-wiki == Social contributions == # made a discussion post; <nowiki>https://uclearn.canberra.edu.au/course/20143/discussion_topics/458124</nowiki> # provided feedback on a peer's work; <nowiki>https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457809?entry_id=810827</nowiki> f5v73oso3fp2hki8u0gvcn5egkoneli 6 331670 2829098 2026-08-28T14:10:47Z Young1lim 21186 {{Information |Description=Laurent.5: Permutation 6C (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2829098 wikitext text/x-wiki == Summary == {{Information |Description=Laurent.5: Permutation 6C (20260828 - 20260827) |Source={{own|Young1lim}} |Date=2026-08-28 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} o4n8mj71c98rdw5kl53j57v1823a7sn 3 331672 2829176 2026-08-28T19:22:38Z Koavf 147 Created page with "{{subst:welcome}} ~~~~ :Thanks also for notifying stewards. ~~~~" 2829176 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Morkoz!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Koavf|me personally]] if you would like some [[Help:Contents|help]]. 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See you around Wikiversity! --―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 28 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 28 August 2026 (UTC) :Thanks also for notifying stewards. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 28 August 2026 (UTC) ipn5n24duzbrj7y7byxkbdler4z5dq1 2 331673 2829181 2026-08-28T20:13:29Z Newtonian fan 3091494 /* */ 2829181 wikitext text/x-wiki Newtonian fan A young boy at Mahikeng who is interested in theoretical physics and would like to know more about it e2u2ahz329zrf7pc7hay6m1rb8hlso0 14 331674 2829192 2026-08-28T21:31:33Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Needs]]" 2829192 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Needs]] db9wx1p83oig2x6fyktohfh4qqu93a0 2 331675 2829206 2026-08-28T22:20:25Z U3283812 3106997 created page 2829206 wikitext text/x-wiki I am a student at the University of Canberra. I am taking a bachelor of science in psychology. I have taken the unit 'Motivation and Emotion'. The webpage i am working on is about Emotional expressivity. This is a psychological term describing how an individual portrays their emotions. This chapter will focus on topics such as development, relationships, wellbeing, contexts, and masking with the blue print of emotional expressivity and its effects. 6289cg83rvqczk84ncih4ja6aphb2ih 2829207 2829206 2026-08-28T22:23:42Z U3283812 3106997 2829207 wikitext text/x-wiki I am a student at the University of Canberra. I am taking a bachelor of science in psychology. I have taken the unit 'Motivation and Emotion'. The webpage i am working on is about Emotional expressivity. This is a psychological term describing how an individual portrays their emotions. This chapter will focus on topics such as development, relationships, wellbeing, contexts, and masking with the blue print of emotional expressivity and its effects. Site page: https://w.wiki/TttC nj6x52p3yntr8e4glbxagefw6q1w3xz 2829240 2829207 2026-08-28T23:46:07Z Jtneill 10242 + link to book chapter 2829240 wikitext text/x-wiki I am a student at the University of Canberra. I am taking a bachelor of science in psychology. I have taken the unit 'Motivation and Emotion'. ==Book chapter I'm working on== The webpage i am working on is about [[Motivation and emotion/Book/2026/Emotional expressivity|Emotional expressivity]]. This is a psychological term describing how an individual portrays their emotions. This chapter will focus on topics such as development, relationships, wellbeing, contexts, and masking with the blue print of emotional expressivity and its effects. Site page: https://w.wiki/TttC abz3a6mdumdmw194evyqe0zdi9p0n39 1 331676 2829252 2026-08-29T00:15:47Z Jtneill 10242 Topic development feedback 2829252 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings <!-- Conclusion --> # Conclusion is well developed |5= <!-- Figure --> # Relevant figure(s) presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising use of scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Consider placing each quiz question in the most relevant corresponding section <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] ## use dois instead of other links |8= <!-- Resources --> <!-- See also --> # See also ## Excellent <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # At least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:15, 29 August 2026 (UTC) g20r6eebinxaat7rfy77wbfmetv84gb 0 331677 2829266 2026-08-29T00:55:39Z It-is-Truly-Meet 3089598 Created page with "{{RightTOC}} == Introductory Biblical Hebrew Language == [[Image:Spas vsederzhitel sinay.jpg|thumb|right|130px|ישוע]][[Image:Prophetes David Dionysiou.jpg|thumb|right|130px|הנביא דוד]] Welcome to the course "Introductory Biblical Hebrew Language", part of [[Topic:Foreign Language Learning|Foreign Language Learning]] and [[School:Language and Literature|Language and Literature school]], and the 1st course within [[Portal:Hebrew/Learn Hebrew]]. Hebrew is a No..." 2829266 wikitext text/x-wiki {{RightTOC}} == Introductory Biblical Hebrew Language == [[Image:Spas vsederzhitel sinay.jpg|thumb|right|130px|ישוע]][[Image:Prophetes David Dionysiou.jpg|thumb|right|130px|הנביא דוד]] Welcome to the course "Introductory Biblical Hebrew Language", part of [[Topic:Foreign Language Learning|Foreign Language Learning]] and [[School:Language and Literature|Language and Literature school]], and the 1st course within [[Portal:Hebrew/Learn Hebrew]]. Hebrew is a Northwest Semitic language within the Afroasiatic language family. A regional dialect of the Canaanite languages, it was natively spoken by the Israelites and remained in regular use as a first language until after 200 CE and as the liturgical language of Judaism (since the Second Temple period) and Samaritanism. The language was revived as a spoken language in the 19th century, and is the only successful large-scale example of linguistic revival. It is the only Canaanite language still spoken today. It is also one of the only two Northwest Semitic languages with contemporary speakers, the other being Aramaic. This course will prepare students to read Biblical Hebrew texts by building a solid foundation in rudimentary grammar and vocabulary, as well as give a broad overview of its history. It will begin on a very basic level, so if you have some experience, you may choose to move on to a more advanced course, or assist in lesson plans with this one. However, even a seasoned reader of Hebrew may benefit from a basic review. If you're coming here with no experience of the Biblical Hebrew language, then congratulations on your choice to begin learning it! You are in for an exciting adventure that will not only give you knowledge of a new language, but a new way of thinking, opening doors to understanding the roots of philosophy, science, and Western thought. The course will be divided into several important divisions, each one hopefully no longer than four lessons followed by a review. The goal is to prepare the student with a foundation in Biblical Hebrew, on which he or she can later build a higher fluency. == Student Questions == If you happen to become stumped or just have a general question out of curiosity, then feel free to message any recent active member involved in creating this course. == History == * [[w:Israelites|Lesson 1]] - The Israelites * [[Introductory Biblical Hebrew Language/History/Review|Review]] == Grammar == ===Alphabet=== * [[Introductory Biblical Hebrew Language/Lesson 1|Lesson 1]] - The Alphabet == Vocabulary == ===Unit 1: Basics=== * == Typing Greek Text and Word List == * [[Enabling Hebrew Characters on Your Keyboard|Typing Hebrew Text]] * [[wikt:Category:Hebrew lemmas|Wiktionary's Word List]] == Literature == * [https://archive.org/details/holyscripturesof00unse/page/n7/mode/2up| The Hebrew Old Testament] Please place any questions or concerns on the discuss page for this portal or message me directly via my talk page. [[User:It-is-Truly-Meet|It-is-Truly-Meet]] ([[User talk:It-is-Truly-Meet|discuss]] • [[Special:Contributions/It-is-Truly-Meet|contribs]]) 00:55, 29 August 2026 (UTC) [[Category:Language introductions]][[Category:Hebrew]] t0serimqftitq14trz5mivm453rxbl3 0 331678 2829272 2026-08-29T01:22:30Z ~2026-46805-03 3110204 created the page 2829272 wikitext text/x-wiki = The Living Lens of Perspective = == From Inner Experience to Collective Understanding == We do not encounter reality from nowhere. Each of us meets life from a particular place within it—through a body, a history, a culture, a language, a set of relationships, and an evolving state of awareness. This place of encounter is our perspective. It influences what we notice, how we interpret events, what meaning we assign to them, and what possibilities we believe are available. Perspective is not reality itself. It is the lens through which we participate in reality. Recognizing this distinction is essential. Without it, we may mistake our present understanding for the whole truth. Yet when we become conscious of perspective, it can become more than a limitation. It becomes an instrument for learning, connection, and the development of collective wisdom. === The Inner Landscape === Perspective begins within. Before we explain an experience, defend a position, or construct a worldview, something happens inside us. We sense, feel, remember, associate, anticipate, and respond. These movements may arise so quickly that interpretation feels inseparable from the event itself. Two people can encounter the same situation and experience it very differently. One may perceive an unexpected change as threatening; another may see it as liberating. One may interpret silence as rejection; another may understand it as contemplation. Neither response emerges from the external event alone. Each is shaped by the person’s memories, expectations, emotional state, and degree of inner security. Our inner experience is real as an experience, but our interpretation of its source may be incomplete. A feeling of fear is real, for example, but it does not necessarily prove that danger is present. A powerful intuition may contain genuine insight, yet it can also be influenced by desire, anxiety, conditioning, or incomplete information. Inner experience deserves attention without automatically being granted absolute authority. This is where self-awareness becomes important. We can pause and ask: What am I actually sensing? What meaning am I assigning to it? What assumptions am I making? What past experience might be shaping my response? What else could be true? Such questions do not invalidate inner knowing. They refine our relationship with it. === Perception and Perspective === Perception is how information reaches our awareness. Perspective is the position from which we interpret that information. Our senses receive only a small portion of what exists. We cannot see every wavelength, hear every frequency, or directly observe the countless biological, social, and ecological processes occurring around us. Even within the range of what we can perceive, attention is selective. We notice what appears important, familiar, threatening, desirable, or relevant to our immediate concerns. Perspective organizes those perceptions into meaning. A tree may be viewed as timber, habitat, shade, beauty, sacred presence, carbon storage, family history, or an obstacle to development. The tree does not become a different physical object each time someone looks at it. Rather, different relationships with the tree reveal different dimensions of its significance. Perspective therefore involves more than opinion. It includes position, relationship, purpose, knowledge, and scale. The view from the forest floor differs from the view above the canopy. The experience of a policy differs for the person who writes it, the professional who administers it, and the citizen who lives with its consequences. Each may see something genuine, while none sees everything. === The Development of a Worldview === Over time, repeated perceptions and interpretations gather into a worldview—a larger framework for understanding what is real, valuable, possible, and meaningful. Worldviews are influenced by family, education, religion, science, community, media, personal experience, and historical context. They help us navigate complexity by providing patterns and explanations. Without some form of worldview, every moment would have to be interpreted from the beginning. Yet the same framework that helps us understand life can also prevent us from seeing beyond what we already believe. We naturally notice information that confirms our expectations and may resist evidence that challenges our identity or belonging. When a belief becomes emotionally or socially important, changing it can feel less like correcting an idea and more like losing part of ourselves. A mature worldview must therefore remain both coherent and permeable. It needs enough structure to guide us and enough openness to evolve. This is not a rejection of conviction. It is conviction tempered by humility—the recognition that reality is larger than any single description of it. === Seeing Through Another’s Eyes === Perspective-taking is the disciplined effort to understand how reality appears from another person’s position. It is more demanding than simply agreeing, sympathizing, or imagining what we would do in someone else’s circumstances. Genuine perspective-taking asks us to consider what another person may perceive, value, fear, remember, and hope from within their particular experience. This does not require us to abandon discernment. Understanding why someone holds a position is not the same as declaring that position accurate or beneficial. Empathy and critical thinking can work together. Indeed, perspective-taking often strengthens discernment. It reveals information that is unavailable from our own vantage point. It helps us recognize unintended consequences, hidden needs, cultural differences, and assumptions embedded in our preferred solutions. Listening becomes especially important here. Listening is not merely waiting for our opportunity to reply. It is temporarily loosening our attachment to our own interpretation so another person’s experience can become intelligible. In that space, disagreement can become inquiry. Instead of asking, “How can I prove that I am right?” we might ask, “What can you see from where you stand that I cannot see from where I stand?” That question can transform conflict. === Not Every Perspective Is Equally Reliable === Honoring multiple perspectives does not mean concluding that every claim is equally true. Perspectives can be informed or uninformed, expansive or narrow, compassionate or self-serving. They can be distorted by misinformation, prejudice, fear, trauma, ideology, or deliberate manipulation. Some perspectives incorporate substantial evidence; others actively avoid it. Reality provides the necessary ground for discernment. We can compare claims with observable evidence. We can examine whether explanations are internally coherent, whether predictions prove reliable, and whether conclusions remain credible when viewed from other positions. We can investigate who benefits, who carries the consequences, and whose experience has been excluded. The goal is neither rigid certainty nor passive relativism. It is a more responsible realism—one that acknowledges the existence of a shared reality while recognizing that our access to it is always partial. We can hold our perspectives sincerely without holding them absolutely. === From Individual Viewpoints to Collective Intelligence === Collective understanding does not emerge merely by gathering many opinions. It develops when different perspectives are brought into a trustworthy process of inquiry. A healthy group does more than average its members’ views or follow the loudest voice. It creates conditions in which participants can contribute distinct knowledge, question assumptions, examine evidence, and revise their positions without humiliation. This requires psychological safety, intellectual humility, shared purpose, and methods for distinguishing insight from influence. When these conditions are present, differences become informational assets. The engineer, artist, caregiver, economist, ecologist, elder, and young person may each recognize patterns invisible to the others. Their contributions can form a more multidimensional understanding than any one of them could produce alone. Collective intelligence is not uniformity. It is coherence among differences. A symphony does not achieve harmony by forcing every instrument to play the same note. Harmony emerges when distinct voices remain responsive to one another and participate in a larger pattern. In much the same way, human coherence does not require sameness. It requires relationship, mutual adjustment, and attention to the whole. === Expanding the Scale of Perspective === Perspective can also change with scale. A decision that benefits an individual may burden a family. A policy that produces short-term economic growth may create long-term ecological costs. An innovation that improves efficiency within one organization may increase instability across the wider system. When we widen our perspective, we begin to see nested relationships: the individual within the family, the family within the community, the organization within the economy, and civilization within Earth’s living systems. We are not detached observers of these systems. We are participants within them. Recognizing ourselves as planetary citizens expands perspective beyond personal preference, institutional interest, or national identity. It invites us to consider the conditions that allow the larger community of life to flourish. Our choices become expressions of relationship rather than isolated acts. This wider view does not diminish individuality. It places individuality within a more meaningful whole. === Perspective as a Living Practice === Perspective is not something we possess once and for all. It is a living orientation that can contract or expand. Under pressure, our field of vision often narrows. We focus on immediate threats, defend familiar interpretations, and become less able to perceive context. With reflection, dialogue, evidence, and emotional regulation, perspective can widen again. Becoming more realistic therefore involves more than collecting facts. It requires developing the inner capacity to encounter facts without being completely governed by fear, attachment, or identity. It means becoming curious about what our own lens reveals and what it conceals. We might practice asking: From where am I viewing this? What assumptions shape what I see? Whose perspective is missing? At what scale am I considering the consequences? What evidence would invite me to revise my understanding? What becomes visible when we look together? These questions turn perspective into a practice of conscious participation. === Toward Collective Coherence === Human beings may never perceive reality completely, but we can understand it more faithfully together. Our individual perspectives are fragments—not meaningless fragments, but situated expressions of a reality far greater than any one observer can contain. When we bring them into respectful relationship, test them against evidence, and remain willing to learn, those fragments can reveal patterns. This may be one of the central tasks of our time: moving beyond isolated certainty without abandoning truth; embracing human difference without surrendering discernment; and transforming perspective from a source of division into a pathway toward coherence. Reality is our common ground. Perspective is where each of us stands upon it. Understanding grows when we learn to see from where we stand, recognize what remains beyond our view, and invite others to help us perceive more of the whole. impt8hl58bnog889650m7g5nm63ju0t 0 331679 2829273 2026-08-29T01:41:12Z Gomez L.Sosa N 3110202 Created page with "Artificial Intelligence: Functions and Limitations Overview In recent years, Artificial Intelligence (AI) has become an integral part of people's daily lives. AI is used in schools, workplaces, and homes for a wide range of purposes. Although this technology offers many benefits, it also presents several limitations that influence its use and development. Some experts claim that understanding how AI works and recognizing its potential risks contributes to a broader un..." 2829273 wikitext text/x-wiki Artificial Intelligence: Functions and Limitations Overview In recent years, Artificial Intelligence (AI) has become an integral part of people's daily lives. AI is used in schools, workplaces, and homes for a wide range of purposes. Although this technology offers many benefits, it also presents several limitations that influence its use and development. Some experts claim that understanding how AI works and recognizing its potential risks contributes to a broader understanding of its impact and applications. This article focuses on how AI functions and highlights the importance of critically evaluating the information generated by AI systems. How AI works Artificial Intelligence has become an important part of everyday life. Advanced AI chatbots such as ChatGPT help people save time and complete different tasks more efficiently. Today, these systems are used in education, business, communication, customer service, and even healthcare. Although many people use AI every day, they often do not know how it works. According to some experts, ChatGPT is based on a Large Language Model (LLM) that was trained with a huge amount of information from books, websites, articles, and other written texts. Instead of searching the internet every time a user asks a question, the system predicts the most likely next word by recognizing patterns in the data used during its training. This process allows AI to generate fluent and natural responses, even though it does not understand language or think like humans.  Specialists explain that artificial intelligence is not truly intelligent, but works through mathematics and statistical prediction. Since AI learns from large collections of online information, it may repeat mistakes, outdated information, biased ideas, or misleading content. As a result, AI systems can sometimes generate misinformation or fake news that appears reliable.  AI systems cannot verify whether the information they produce is true or false. For this reason, experts recommend checking AI-generated information with trustworthy sources before using or sharing it. Why Algorithms Cannot Replace Humans All AI systems learn from data. If the data contain unfair ideas about race, gender, or social groups, AI systems may repeat these biases. Some specialists explain that algorithms can reinforce existing inequalities when they are trained with biased data and used without  human supervision. Therefore, AI systems cannot always produce fair or objective results. Specialists argue that computers should not replace professionals such as doctors, teachers, or other experts. Although AI systems are very good at organizing and analyzing information, they cannot understand emotions, personal experiences, or the complexity of real-life situations. According to  experts, one of the risks is technochauvinism, the belief that technology and algorithms are the solution to every human problem. This way of thinking assumes that computers always make better and fairer decisions than people. And also, people assume that technology is always superior to traditional tools. As a result, simpler options like real books are pushed aside, even though they work better in many situations. Specialists stand that technology should be used to support professionals, not to replace them. Therefore, experts suggest that instead of dreaming about a digital world where machines do everything, it should  be designed to support people's work. Due to this point, they believe that humans and machines get better results when they work together as a team.   References Broussard, M. (2018). Artificial unintelligence: How computers misunderstand the world. MIT Press. Broussard, M. (2019, September 19th). Letting go of technochauvinism. Public Books. <nowiki>https://www.publicbooks.org/letting-go-of-technochauvinism/</nowiki> O'Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threatens democracy. Crown Publishing Group. The IFTTT Team. (2024, August 2nd). How does ChatGPT work? IFTTT. <nowiki>https://ifttt.com/explore/how-does-chatgpt-work</nowiki> ez2gadlxnzc3x2gn1k491lxduyj6idd 2 331680 2829359 2026-08-29T06:50:16Z Tomruen 1678867 test 2829359 wikitext text/x-wiki An '''incidence signature''' represents a ranked hypergon formed through a Wythoff construction on ''n'' generators[cite: 1]. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>[cite: 1, 4]. This structure yields a diagram analogous to a [[Coxeter diagram]][cite: 1, 4], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders[cite: 4]: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute[cite: 4]. For a rank-2 signature <math>k(g)d</math>, this describes a ''k''-uniform, ''d''-regular [[hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> ''k''-edges[cite: 1, 3]. Under orthogonality (<math>g = kd</math>)[cite: 4], if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[Cartesian product]]'''[cite: 3]: :<math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[complex polygon]]s and [[cell complex]]es[cite: 1, 2]: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>[cite: 2, 4]. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>[cite: 3]. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges)[cite: 1, 3]. * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes[cite: 1]. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients)[cite: 1]. == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges[cite: 1]. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets[cite: 1]. For a system with generators <math>\{A, B, C, D\}</math>: * '''1-Elements (Edges):''' Univalent generator types <math>\{A\}</math>, <math>\{B\}</math>, <math>\{C\}</math>, <math>\{D\}</math>[cite: 1]. * '''2-Elements (Faces):''' Permutations of generator pairs, such as <math>\{A, B\}</math>, <math>\{A, C\}</math>, and <math>\{C, D\}</math>[cite: 1]. * '''Higher Ranks:''' Formed by expanding generator subsets up to the ''n''-generator set. * '''Body:''' The interior point set of the full generator set (e.g., <math>\{A, B, C\}</math>). This defines a '''hypergraph [[partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements[cite: 1]. == Active vs. Inactive Seed Generators == This framework generalizes [[uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, ''P'' is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets <math>\langle k \rangle</math>[cite: 3]. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices[cite: 3]. == Permutation Existence Constraints == Unlike standard finite [[Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes[cite: 1]. elwn00976rwkevl98wkg681c1alb2g7 2829360 2829359 2026-08-29T06:51:21Z Tomruen 1678867 2829360 wikitext text/x-wiki An '''incidence signature''' represents a ranked hypergon formed through a Wythoff construction on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular [[hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[Cartesian product]]''': :<math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[complex polygon]]s and [[cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system with generators <math>\{A, B, C, D\}</math>: * '''1-Elements (Edges):''' Univalent generator types <math>\{A\}</math>, <math>\{B\}</math>, <math>\{C\}</math>, <math>\{D\}</math>. * '''2-Elements (Faces):''' Permutations of generator pairs, such as <math>\{A, B\}</math>, <math>\{A, C\}</math>, and <math>\{C, D\}</math>. * '''Higher Ranks:''' Formed by expanding generator subsets up to the <math>n</math>-generator set. * '''Body:''' The interior point set of the full generator set (e.g., <math>\{A, B, C\}</math>). This defines a '''hypergraph [[partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. == Active vs. Inactive Seed Generators == This framework generalizes [[uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. 0rtm4e3rkg2ciqgmsr5psbz5kppvmp6 2829361 2829360 2026-08-29T06:52:27Z Tomruen 1678867 2829361 wikitext text/x-wiki An '''incidence signature''' represents a ranked hypergon formed through a Wythoff construction on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular [[W:hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[W:Cartesian product]]''': :<math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system with generators <math>\{A, B, C, D\}</math>: * '''1-Elements (Edges):''' Univalent generator types <math>\{A\}</math>, <math>\{B\}</math>, <math>\{C\}</math>, <math>\{D\}</math>. * '''2-Elements (Faces):''' Permutations of generator pairs, such as <math>\{A, B\}</math>, <math>\{A, C\}</math>, and <math>\{C, D\}</math>. * '''Higher Ranks:''' Formed by expanding generator subsets up to the <math>n</math>-generator set. * '''Body:''' The interior point set of the full generator set (e.g., <math>\{A, B, C\}</math>). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. gu0ykxz736bqtmhf3x4aqobgoehineh 2829362 2829361 2026-08-29T06:53:03Z Tomruen 1678867 2829362 wikitext text/x-wiki An '''incidence signature''' represents a ranked hypergon formed through a Wythoff construction on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular [[W:hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[W:Cartesian product]]''' <math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system with generators <math>\{A, B, C, D\}</math>: * '''1-Elements (Edges):''' Univalent generator types <math>\{A\}</math>, <math>\{B\}</math>, <math>\{C\}</math>, <math>\{D\}</math>. * '''2-Elements (Faces):''' Permutations of generator pairs, such as <math>\{A, B\}</math>, <math>\{A, C\}</math>, and <math>\{C, D\}</math>. * '''Higher Ranks:''' Formed by expanding generator subsets up to the <math>n</math>-generator set. * '''Body:''' The interior point set of the full generator set (e.g., <math>\{A, B, C\}</math>). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. 2hr5fyuy848gxrh5o8o1ngz6lkrcp69 2829363 2829362 2026-08-29T06:59:31Z Tomruen 1678867 /* Ranked Poset Structure */ 2829363 wikitext text/x-wiki An '''incidence signature''' represents a ranked hypergon formed through a Wythoff construction on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular [[W:hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[W:Cartesian product]]''' <math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4m with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. m4ssq1283zfi1z7eo8brrz1uxju7ty1 2829364 2829363 2026-08-29T07:00:46Z Tomruen 1678867 2829364 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular symmetric [[W:hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[W:Cartesian product]]''' <math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as <math>3\{3\}3</math> translates to the Shephard incidence signature <math>3(24)3</math>. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4m with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. 2woweyo31jfs49ejwccjd1w0jd1ue16 2829365 2829364 2026-08-29T07:01:40Z Tomruen 1678867 /* Relationship to Complex Polygons and Cell Complexes */ 2829365 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on <math>n</math> generators. Each pair of generators (<math>G_i, G_j</math>) possesses a total pairwise incidence number <math>g_{ij}</math>. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence <math>g</math> equals the product of their individual orders: :<math>g_{ij} = |G_i| \times |G_j|</math> When <math>g_{ij} = |G_i| \times |G_j|</math>, the generators commute. For a rank-2 signature <math>k(g)d</math>, this describes a <math>k</math>-uniform, <math>d</math>-regular symmetric [[W:hypergraph]] containing <math>v = \frac{g}{d}</math> vertices and <math>e = \frac{g}{k}</math> <math>k</math>-edges. Under orthogonality (<math>g = kd</math>), if both generators are active—denoted by <math>\langle k \rangle (kd) \langle d \rangle</math>—the structure reduces to a direct '''[[W:Cartesian product]]''' <math>\langle k \rangle () \times \langle d \rangle () \quad \text{or} \quad k() \times d()</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity <math>k = 3</math>, regularity <math>d = 3</math>, and total incidence <math>g = 24</math>. Applying <math>v = \frac{g}{d}</math> and <math>e = \frac{g}{k}</math> yields <math>v = 8</math> vertices and <math>e = 8</math> triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4m with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If <math>M_i P = P</math>, <math>P</math> is a fixed point, rendering generator <math>M_i</math> inactive. * '''Active Generator:''' If <math>M_i P \neq P</math>, the generator actively shifts the point. * '''Notation:''' Active elements of order <math>k</math> are designated with angle brackets <math>\langle k \rangle</math>. Inactive elements are denoted by empty angle brackets <math>\langle \rangle</math> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. nbomkxgh6qas6iq7lyksel6bti21oma 2829366 2829365 2026-08-29T07:11:37Z Tomruen 1678867 2829366 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_i, G_j) possesses a total pairwise incidence number g_i,j. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :g_i,j = G_i x G_j When g_i,j = |G_i| x |G_j|, the generators commute. For a rank-2 signature _''k''(''g'')</sub>''d''</sub>, this describes a ''k'-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (g = kd), if both generators are active—denoted by _<''k''>(''kd'')_<d>—the structure reduces to a direct '''[[W:Cartesian product]]''': _k() x _d(). == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = g/d and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4m with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' P != P, the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets <k>. Inactive elements are denoted by empty angle brackets <> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. imz4dixd8iopw25rchild5kryq56mcn 2829368 2829366 2026-08-29T07:17:44Z Tomruen 1678867 2829368 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_i, G_j) possesses a total pairwise incidence number g_i,j. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :g_i,j = G_i x G_j When g_i,j = |G_i| x |G_j|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _k() x _d(). == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = g/d and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4m with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point <math>P</math>: * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' P != P, the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets <k>. Inactive elements are denoted by empty angle brackets <> or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (<math>\bigcap \text{Fix}(G_i) \neq \emptyset</math>). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. dngfsmb1xmuaokt1z2wp0hgxik67kr3 2829371 2829368 2026-08-29T07:18:36Z Tomruen 1678867 2829371 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| x |G_''j''| When ''g''_''i,j'' = |G_''i''| x |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring/activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. s2m23y99j767goq2tgkvoeddhkzuimn 2829373 2829371 2026-08-29T07:21:48Z Tomruen 1678867 2829373 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''total incidence matrix''' is the ''n'' &times; ''n'' [[W:Symmetric matrix|symmetric matrix]] with entries ''g''_''i,j''. == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. bfnqmrzsecsebmt2cmc84mt6vw8wgxx 2829376 2829373 2026-08-29T07:22:53Z Tomruen 1678867 2829376 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''total incidence matrix''', is the ''n'' &times; ''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. htp46j35zj8rhbk52cvecct32dm1n8t 2829379 2829376 2026-08-29T07:26:12Z Tomruen 1678867 2829379 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''total incidence matrix''', is the ''n'' &times; ''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. 9s1svdlni2o7hq5a36ogck67p3q2qsc 2829380 2829379 2026-08-29T07:32:24Z Tomruen 1678867 2829380 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''Total Incidence Matrix''' is a ''n''&times;''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> The '''Incidence Matrix''' of a ranked hypergon is a ''n''&times;''n'' symmetric matrix, with element counts by transitivity class on the diagonal, and incidences between transitivity classes off diagonal. For example a [[W:Cube]], {4,3}, is _{&langle;2&rangle;}(8)₂(6)₂ :<math>\begin{bmatrix} 8 & 3 & 3 \\ 2 & 12 & 2 \\ 4 & 4 & 6 \end{bmatrix}</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. i1ljzkrshc09smpiw44p7u2sbkws83d 2829381 2829380 2026-08-29T07:33:54Z Tomruen 1678867 2829381 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''Total Incidence Matrix''' is a ''n''&times;''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> The '''Incidence Matrix''' of a ranked hypergon is a ''n''&times;''n'' symmetric matrix, with element counts by transitivity class on the diagonal, and incidences between transitivity classes off diagonal. For example a [[W:Cube]], {4,3}, is _{&langle;2&rangle;}(8)₂(6)₂ :<math>\begin{bmatrix} 8 & 3 & 3 \\ 2 & 12 & 2 \\ 4 & 4 & 6 \end{bmatrix}</math> while the [[W:hemiCube]], {4,3}/2, is still _{&langle;2&rangle;}(8)₂(6)₂, but half element counts: :<math>\begin{bmatrix} 4 & 3 & 3 \\ 2 & 6 & 2 \\ 4 & 4 & 3 \end{bmatrix}</math> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. okzhlnqugj4q22418odp5ux0rvufcga 2829385 2829381 2026-08-29T07:43:31Z Tomruen 1678867 2829385 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''Total Incidence Matrix''' is a ''n''&times;''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> The '''Incidence Matrix''' of a ranked hypergon is a ''n''&times;''n'' symmetric matrix, with element counts by transitivity class on the diagonal, and incidences between transitivity classes off diagonal. For example a [[W:Cube]], {4,3}, is _{&langle;2&rangle;}(8)₂(6)₂ :<math>\begin{bmatrix} 8 & 3 & 3 \\ 2 & 12 & 2 \\ 4 & 4 & 6 \end{bmatrix}</math> while the [[W:hemiCube]], {4,3}/2, is still _{&langle;2&rangle;}(8)₂(6)₂, but half element counts: :<math>\begin{bmatrix} 4 & 3 & 3 \\ 2 & 6 & 2 \\ 4 & 4 & 3 \end{bmatrix}</math> A ''omnitruncated cube'', _{&langle;2&rangle;}(8)_{&langle;2&rangle;}(6)_{&langle;2&rangle;} is: <table border='1' cellpadding='5' cellspacing='0'> <caption><B>Group incidence</B></caption> <tr align=right><th>\</th> <th style="background-color:#DC1E27;">v</th> <th style="background-color:#3CB44B;">A</th> <th style="background-color:#E6194B;">B</th> <th style="background-color:#FFE119;">C</th> <th style="background-color:#4363D8;">A,B</th> <th style="background-color:#F58231;">A,C</th> <th style="background-color:#911EB4;">B,C</th> </tr> <tr align=right> <th align=left style="background-color:#DC1E27;">v</th> <td style="background-color:#E0F0FF">48</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#3CB44B;">A</th> <td>2</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>0</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#E6194B;">B</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>1</td> <td>0</td> </tr> <tr align=right> <th align=left style="background-color:#FFE119;">C</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td>0</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#4363D8;">A,B</th> <td>4</td> <td>2</td> <td>2</td> <td>0</td> <td style="background-color:#f0FFE0">12</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#F58231;">A,C</th> <td>6</td> <td>0</td> <td>3</td> <td>3</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">8</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#911EB4;">B,C</th> <td>8</td> <td>4</td> <td>0</td> <td>4</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">6</td> </tr> </table> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. 17i4r4bg13351jc1bem2xmpfl0nafiv 2829386 2829385 2026-08-29T07:44:06Z Tomruen 1678867 2829386 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''Total Incidence Matrix''' is a ''n''&times;''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> The '''Incidence Matrix''' of a ranked hypergon is a ''n''&times;''n'' symmetric matrix, with element counts by transitivity class on the diagonal, and incidences between transitivity classes off diagonal. For example a [[W:Cube]], {4,3}, is _{&langle;2&rangle;}(8)₂(6)₂ :<math>\begin{bmatrix} 8 & 3 & 3 \\ 2 & 12 & 2 \\ 4 & 4 & 6 \end{bmatrix}</math> while the [[W:hemiCube]], {4,3}/2, is still _{&langle;2&rangle;}(8)₂(6)₂, but half element counts: :<math>\begin{bmatrix} 4 & 3 & 3 \\ 2 & 6 & 2 \\ 4 & 4 & 3 \end{bmatrix}</math> A ''omnitruncated cube'', _{&langle;2&rangle;}(8)_{&langle;2&rangle;}(6)_{&langle;2&rangle;} is: <table border='1' cellpadding='5' cellspacing='0'> <caption><B>Group incidence</B></caption> <tr align=right><th>\</th> <th style="background-color:#DC1E27;">v</th> <th style="background-color:#3CB44B;">C</th> <th style="background-color:#E6194B;">B</th> <th style="background-color:#FFE119;">A</th> <th style="background-color:#4363D8;">A,C</th> <th style="background-color:#F58231;">B,C</th> <th style="background-color:#911EB4;">A,B</th> </tr> <tr align=right> <th align=left style="background-color:#DC1E27;">v</th> <td style="background-color:#E0F0FF">48</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#3CB44B;">A</th> <td>2</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>0</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#E6194B;">B</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>1</td> <td>0</td> </tr> <tr align=right> <th align=left style="background-color:#FFE119;">C</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td>0</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#4363D8;">A,B</th> <td>4</td> <td>2</td> <td>2</td> <td>0</td> <td style="background-color:#f0FFE0">12</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#F58231;">A,C</th> <td>6</td> <td>0</td> <td>3</td> <td>3</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">8</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#911EB4;">B,C</th> <td>8</td> <td>4</td> <td>0</td> <td>4</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">6</td> </tr> </table> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. bopo2smv2g9pw5zcrym8898ze269bu4 2829387 2829386 2026-08-29T07:44:38Z Tomruen 1678867 2829387 wikitext text/x-wiki An '''incidence signature''' represents a '''ranked hypergon''' formed through a [[W:Wythoff construction]] on ''n'' generators. Each pair of generators (G_''i'', G_''j'') possesses a total pairwise incidence number ''g''_''i,j''. This structure yields a diagram analogous to a [[W:Coxeter diagram]], where two generators are defined as '''orthogonal''' if their total incidence ''g'' equals the product of their individual orders: :''g''_''i,j'' = |G_''i''| &times; |G_''j''| When ''g''_''i,j'' = |G_''i''| &times; |G_''j''|, the generators commute. For a rank-2 signature _''k''(''g'')_''d'', this describes a ''k''-uniform, ''d''-regular symmetric [[W:hypergraph]] containing ''v'' = ''g''/''d'' vertices and ''e'' = ''g''/''k'' ''k''-edges. Under orthogonality (''g'' = ''kd''), if both generators are active—denoted by _{&langle;''k''&rangle;}(''kd'')_{&langle;''d''&rangle;}—the structure reduces to a direct '''[[W:Cartesian product]]''': _''k''() x _''d''(). The '''Total Incidence Matrix''' is a ''n''&times;''n'' [[W:Symmetric matrix|symmetric matrix]] with diagonals 1 and off diagonal entries ''g''_''i,j''. For example, the [[W:Octahedral symmetry]], is [[W:Coxeter group]], [4,3], represented as incidence signature ₂(8)₂(6)₂, with Total Incidence matrix: :<math>\begin{bmatrix} 1 & 8 & 4 \\ 8 & 1 & 6 \\ 4 & 6 & 1 \end{bmatrix}</math> The '''Incidence Matrix''' of a ranked hypergon is a ''n''&times;''n'' symmetric matrix, with element counts by transitivity class on the diagonal, and incidences between transitivity classes off diagonal. For example a [[W:Cube]], {4,3}, is _{&langle;2&rangle;}(8)₂(6)₂ :<math>\begin{bmatrix} 8 & 3 & 3 \\ 2 & 12 & 2 \\ 4 & 4 & 6 \end{bmatrix}</math> while the [[W:hemiCube]], {4,3}/2, is still _{&langle;2&rangle;}(8)₂(6)₂, but half element counts: :<math>\begin{bmatrix} 4 & 3 & 3 \\ 2 & 6 & 2 \\ 4 & 4 & 3 \end{bmatrix}</math> A ''omnitruncated cube'', _{&langle;2&rangle;}(8)_{&langle;2&rangle;}(6)_{&langle;2&rangle;} is: <table border='1' cellpadding='5' cellspacing='0'> <caption><B>Group incidence</B></caption> <tr align=right><th>\</th> <th style="background-color:#DC1E27;">v</th> <th style="background-color:#3CB44B;">C</th> <th style="background-color:#E6194B;">B</th> <th style="background-color:#FFE119;">A</th> <th style="background-color:#4363D8;">A,C</th> <th style="background-color:#F58231;">B,C</th> <th style="background-color:#911EB4;">A,B</th> </tr> <tr align=right> <th align=left style="background-color:#DC1E27;">v</th> <td style="background-color:#E0F0FF">48</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#3CB44B;">C</th> <td>2</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>0</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#E6194B;">B</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td style="background-color:#f0FFE0">*</td> <td>1</td> <td>1</td> <td>0</td> </tr> <tr align=right> <th align=left style="background-color:#FFE119;">A</th> <td>2</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">24</td> <td>0</td> <td>1</td> <td>1</td> </tr> <tr align=right> <th align=left style="background-color:#4363D8;">A,C</th> <td>4</td> <td>2</td> <td>2</td> <td>0</td> <td style="background-color:#f0FFE0">12</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#F58231;">B,C</th> <td>6</td> <td>0</td> <td>3</td> <td>3</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">8</td> <td style="background-color:#f0FFE0">*</td> </tr> <tr align=right> <th align=left style="background-color:#911EB4;">A,B</th> <td>8</td> <td>4</td> <td>0</td> <td>4</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">*</td> <td style="background-color:#f0FFE0">6</td> </tr> </table> == Relationship to Complex Polygons and Cell Complexes == This formulation directly connects abstract incidence geometry to regular [[W:complex polygon]]s and [[W:cell complex]]es: * '''Complex Polygons:''' A regular complex polygon written in Coxeter notation as ₃{3}₃ translates to the Shephard incidence signature ₃(24)₃. * '''Combinatorial Evaluation:''' Here, uniformity ''k'' = 3, regularity ''d'' = 3, and total incidence ''g'' = 24. Applying ''v'' = ''g''/''d'' and ''e'' = ''g''/''k'' yields ''v'' = 8 vertices and ''e'' = 8 triangular hyperedges (3-edges). * '''Cell Complex Topologies:''' In topological terms, the incidence signature specifies how a 1-skeleton or underlying hypergraph floor supports higher-dimensional cell complexes. Different global closure relations on the same local signature yield distinct cell complex topologies (such as closed manifold covers or quotients). == Cayley Representations == The omnitruncation of the hypergon can be constructed via two graph-theoretic representations: * '''[[W:Cayley graph|Cayley Graph]] Form:''' Generated by cycling through each active generator sequentially across the full graph path. * '''Cayley Hypergraph Form:''' Tracing a single generator through its cycle produces a higher-dimensional hyperedge instead of a set of 1D edges. == Ranked Poset Structure == The ranked structure is generated by permutations of generator subsets. For a system, rank 4 with generators {A, B, C, D}: * '''1-Elements (Edges):''' Univalent generator types {A}, {B}, {C}, {D}. * '''2-Elements (Faces):''' Permutations of generator pairs, such as {A, B}, {A, C}, {A, D}, {B, C}, {B, D}, and {C, D}. * '''3-Elements (Cells):''' Permutations of generator triples, such as {A, B, C}, {A, B, D}, {A, C, D}, {B, C, D}. * '''Body:''' The interior point set of the full generator set (e.g., {A, B, C, D}). This defines a '''hypergraph [[W:partially ordered set|poset]]''' where every lower-ranked element is incident to at least two higher-ranked elements. When the generators are reflections, a rank ''n'' hypergon is a uniform ''n''-polytope. == Active vs. Inactive Seed Generators == This framework generalizes [[W:uniform polytope]]s based on whether generators are active or inactive relative to a seed point ''P'': * '''Inactive Mirror/Fixed Point:''' If ''M''_''i'' ''P'' = ''P'', ''P'' is a fixed point, rendering generator ''M''_''i'' inactive. * '''Active Generator:''' If ''M''_''i'' ''P'' &ne; ''P'', the generator actively shifts the point. * '''Notation:''' Active elements of order ''k'' are designated with angle brackets &langle;''k''&rangle;. Inactive elements are denoted by empty angle brackets &langle;&rangle; or plain indices. == Permutation Existence Constraints == Unlike standard finite [[W:Coxeter group]]s where all ring activation patterns are geometrically realizable, general sets of generator matrices impose additional constraints: :# '''Existence Condition:''' A specific permutation of active/inactive generators can be generated if and only if the intersection of their corresponding fixed sets is non-empty (&cap; Fix(G_''i'') &ne; &empty;). If the common fixed set intersection is empty, that rank permutation cannot be realized. When common fixed sets exist, this framework directly parallels the classical construction of uniform polytopes. g7jcu1dn1fg37eg193e582xri8vexdi